A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers
A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers
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基于问题的课程：学生和教师的并行学习机会
DOI：
10.1177/016235329702000403
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发表时间：
1997
影响因子：
1.3
通讯作者：
Dana T. Johnson
中科院分区：
文献类型：
--
作者：
L. Boyce;J. Vantassel;Jill D. Burruss;B. Sher;Dana T. Johnson
威廉玛丽学院资优教育中心的课程开发工作之一是为幼儿园至八年级的高能力学习者推出基于问题的学习 (PBL) 科学课程。课程附带专业发展计划，旨在促进单元实施并使教育工作者能够开发自己的单元。本次讨论的目的是分析如何使用基于问题的学习作为开发和实施既具有挑战性又具有建构主义方向的课程的催化剂。作者将基于问题的学习与创造性的问题解决和探究进行了比较，解释了元认知如何与基于问题的学习方法联系起来，并描述了为教师和管理人员开发的基于 PBL 的在职项目。讨论总结了在课堂上为天才学习者实施基于问题的学习的意义。
One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability learners in grades kindergarten through eight. Professional development programs accompany the curriculum, which are designed to facilitate unit implementation and to enable educators to develop their own units. The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orientation. The authors compare problem-based learning with creative problem solving and inquiry, explain how metacognition is linked to the approach of problem-based learning, and describe the PBL-based inservice programs developed for teachers and administrators. Implications for implementing problem-based learning in classrooms for gifted learners conclude the discussion.