A Short Intellectual History of Problem‐Based Learning
A Short Intellectual History of Problem‐Based Learning
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基于问题的学习的思想简史
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
H. Schmidt
中科院分区：
文献类型：
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作者：
Virginie F. C. Servant‐Miklos;G. Norman;H. Schmidt
当文献中出现基于问题的学习（PBL）的起源问题时，共识往往是该方法于1969年诞生于麦克马斯特大学，并且支撑该计划的思想在某种程度上与美国哲学家约翰杜威的著作有关（Kolmos，Fink，& Krogh，2004;施密特，1993）。从那里，关于PBL历史的细节的猜测比比皆是，一些人声称美国神经学家霍华德巴罗斯是它的创始人（希伦，Scherpbier，& Wijnen，2010），其他人声称与柏拉图的美诺（施密特，2012）中描述的苏格拉底方法有关。在当今全球高等教育动荡的背景下，一些教育工作者倾向于将PBL视为解决所有教育弊病的灵丹妙药，而另一些教育工作者则强烈抵制其实施。这有时会导致在会议上，教师董事会和工作人员的房间，更像是对立的政治派别的冲突，而不是合理的教育争论的PBL的好处或缺点的激烈辩论。为了让一个知情的辩论的方式，PBL可以服务于教育前进，首先必须了解它来自哪里，因此，必须揭示它的历史。2012年，作者承担了这项任务，使用从麦克马斯特大学，马斯特里赫特大学，罗斯基勒和奥尔堡的两个丹麦改革大学收集的档案证据;从所有四个机构和其他机构的口述历史访谈有关PBL的早期历史;当代出版物，表明对PBL的思考发展;和反映PBL的历史的二手资料。这些材料是用休厄尔的历史分析归纳法（休厄尔，1858年）处理的。本章总结了这个为期4年的研究项目的主要发现，以广泛概述PBL的历史和发展。以问题为基础的学习的简短知识历史
When the question of the origin of problem‐based learning (PBL) arises in the literature, the consensus tends to be that the method was born at McMaster University in 1969, and that the ideas underpinning this program were in some way linked to the writings of the American philosopher John Dewey (Kolmos, Fink, & Krogh, 2004; Schmidt, 1993). From there, speculations abound as to the specifics of the history of PBL, with some asserting that the American neurologist Howard Barrows was its originator (Hillen, Scherpbier, & Wijnen, 2010), and others claiming a link to the Socratic Method described in Plato’s Meno (Schmidt, 2012). In the contemporary turbulent context of higher education worldwide, some educators are prone to considering PBL as a panacea for all educational ills, while others vociferously resist its implementation. This sometimes leads to impassioned debates about the benefits or drawbacks of PBL at conferences, faculty boards, and in staff rooms that more resemble clashes of opposing political factions than reasoned educational arguments. To allow an informed debate about the ways in which PBL could serve education going forward, one must first understand where it came from; therefore, one must uncover its history. In 2012, the authors undertook that task, using archival evidence collected from McMaster University, Maastricht University, and the two Danish Reformed Universities of Roskilde and Aalborg; oral history interviews from all four institutions and other institutions relevant to the early history of PBL; contemporary publications that indicate the development of thinking about PBL; and secondary sources reflecting on the history of PBL. These materials were processed using Whewell’s inductive method of historical analysis (Whewell, 1858). This chapter summarizes the key findings of this 4‐year research project to provide a broad overview of the history and development of PBL. A Short Intellectual History of Problem‐Based Learning