What are the problem-oriented college teaching methods?

Problem-based learning (PBL) teaching method.

Definition of 1 and PBL

Problem-oriented teaching method is a student-centered educational method based on the real world. It was initiated by American neurologist Barros at McMaster University in Canada in 1969, and has become a popular teaching method in the world, which is very different from the traditional subject-based teaching method. In traditional teaching, PBL emphasizes students' active learning rather than teachers' teaching.

PBL connects learning with larger tasks or problems, which makes learners devote themselves to solving problems. It designs real tasks, emphasizes setting learning into complex and meaningful problem situations, and solves problems through learners' independent inquiry and cooperation, so as to learn the scientific knowledge hidden behind problems and form problem-solving skills and autonomous learning ability.

The problem-oriented teaching method applied to clinical medicine is a case-oriented, problem-based, student-centered and teacher-centered heuristic teaching, with the teaching goal of cultivating students' ability.

The essence of PBL teaching method lies in giving play to the guiding role of problems in the learning process and mobilizing students' initiative and enthusiasm.

There are great differences between PBL teaching method and case analysis method.

Problem-based learning is the starting point of PBL, and case analysis is that teachers explain the teaching materials first, and then do case analysis on the premise that students master certain knowledge.

2. Basic elements of 2.PBL

The basic elements of PBL mainly include the following aspects:

1. Take the problem as the starting point of learning; All students' learning contents are centered around problems;

2. The problem must be a "real world" unstructured problem that students may encounter in their future professional fields, and there is no fixed solution and process;

3. Emphasis on group cooperative learning and autonomous learning, less emphasis on narrative teaching; Learners can develop their abilities and cooperative skills through social interaction;

4. Student-centered, students must shoulder the responsibility of learning;

5. The teacher's role is to guide cognitive learning skills.

6. At the end of each question and each course unit, conduct self-evaluation and group evaluation;

3. The design of 3.PBL teaching concept

Teachers ask questions before class-students look for information-group discussion-teacher summary

(When preparing lessons, teachers should first consult relevant textbooks, documents and clinical materials. According to the content of the lecture, then write cases and ask questions in combination with the cases, and send them to each student one week before class, asking students to fully preview the textbooks and find relevant materials according to the questions, and discuss them in groups after class. In class, the teacher asks questions by analyzing cases, and the students answer in groups, which are supplemented by other students or teachers. Finally, the teacher focused on this section and the students.

PBL is an interdisciplinary learning method, which can promote students' continuous thinking. In order to solve the problem, students need to consult extracurricular materials and summarize and sort out the knowledge and skills they have learned, which is conducive to cultivating students' autonomous learning spirit. The four-stage teaching methods of "I speak, you listen, I do and you watch" and "preview-lecture-review-examination" have been changed, which has turned the rigid and isolated knowledge fragments into a complete knowledge chain and highlighted the teaching concept of "classroom is the soul, students are the main body and teachers are the key". In the process of PBL teaching, teachers slowly "retire" and only play the role of guidance and support at critical moments.

4. Advantages of 4.PBL teaching method

First of all, it creates a relaxed and active learning atmosphere for students, so that they can speak freely, fully express their views independently and actively, and at the same time, they can easily obtain information from other students and teachers;

Secondly, you can expose as many questions about the course as possible, deepen your understanding of the correct theory in the discussion, and constantly discover and answer new questions, so that the learning process is shortened and the impression is more profound;

Thirdly, it is not only of great benefit to theoretical study, but also can train students' abilities in literature retrieval, data consultation, induction, comprehensive understanding, logical reasoning, oral expression, leadership learning and lifelong learning, so as to lay a good foundation for future clinical work.

5. Requirements of PBL teaching method for teachers Problems that should be paid attention to in PBL teaching method

As an open teaching mode, PBL requires high quality and teaching skills of teachers. Teachers are required not only to master the contents of this major and this course skillfully, but also to have solid knowledge of related disciplines, as well as the ability to ask and solve problems, to use knowledge flexibly and to think strictly logically. And he is good at arousing students' enthusiasm, entertaining and controlling classroom rhythm. Teachers should be familiar with the syllabus and students' ability, so as to plan the key and difficult points of learning, formulate a targeted discussion outline and select appropriate clinical cases, which is the basic premise of doing a good job in PBL teaching. In addition, teachers should learn and have good organizational and management skills, and control classroom rhythm. In order to arouse students' enthusiasm and entertain and educate.

6. Requirements of 6.PBL teaching method for students

The successful development of PBL teaching requires students' active cooperation. From the preparation of materials, we should consult a large number of documents and materials in combination with outlines and cases, and actively communicate with other students, so that Qi Xin can work together to draw the best conclusion. This kind of learning spends much more time and energy on preparation than ordinary classroom learning, which requires students to have the awareness of active learning, otherwise it is difficult to achieve the expected teaching effect and objectives. Because of the long-term cramming education, Chinese students rely on the traditional education model, lacking the initiative and ability to find and solve problems, and some students are only satisfied with getting good grades, so they will think that the form of PBL teaching reform is too "time-consuming", which is also a manifestation of relying on previous teaching concepts and learning methods. Therefore, students should also start from themselves and complete the role transformation from passive learners to learners.

PBL requires students' learning ability, but the overall quality of students in our school is low.

1, the cooperation ability is not strong, and many students choose to complete the problem independently.

2. The access to information is relatively simple, and it is estimated that most of them are the information already in teaching books and related books, so it is impossible to effectively use the Internet and other media.

3, comprehensive analysis ability needs to be improved, less horizontal.