PBL教学法在初中英语教学中的应用分析

ContentsTOC\o"1-3"\h\uChineseAbstract 2EnglishAbstract 31.Introduction 41.1BackgroundoftheStudy 41.2PurposeoftheStudy 41.3SignificanceoftheStudy 52.StudiesatHomeandAbroad 52.1StudiesatHome 52.2StudiesAbroad 63.TheoreticalFrameworkofProblem-BasedLearning(PBL) 73.1DefinitionofPBL 73.2CharacteristicsofPBL 83.3RoleTransitionsofTeachersandStudents 8236154.ThePracticeofProblem-BasedLearning(PBL)inJuniorMiddleSchoolEnglishTeaching 104.1Pre-Class 114.2In-Class 114.3Post-Class 124.4TheProcessofPBLApplication 124.5ExistingProblemsoftheStudyinChina 125.Conclusion 13References 14PBL教学法在初中英语教学中的应用分析摘要随着信息化和全球化时代趋势的不断发展，人们的生活和学习方式发生了深刻的变化，培养具有创新精神、实践能力和具备终身学习能力的新型人才已成为高校人才培养模式的重新定位。其中，教育信息化的发展促进了高等教育教学课程改革,问题式教学法应运而生。问题式教学法是以学生为中心、教师为引导的新型教学模式。它不仅有利于提高学生的英语语言能力和学生的自主学习能力，同时还有利于培养学习者的团队协作能力，还有助于提高教师综合素质。但当前PBL教学模式在中学面临着师生自身经验能力不足、经费和硬件不足等诸多问题。而中学作为高中的铺路石、未来的奠基石，是培养学生良好的学习能力的至关重要的时段。对PBL在中学英语课堂的可行性和可能性进行探究，有助于提升教学质量、提高学生学习兴趣。关键词：PBL教学；可行性；新型教学模式；初中英语TheAnalysisoftheApplicationofPBLinJuniorMiddleSchoolEnglishTeachingAbstractWiththecontinuousdevelopmentofinformationandglobalization,thewaypeopleliveandlearnhasundergoneprofoundchanges.Cultivatingnewtalentswithinnovativespiritandpracticalabilitiesaswellaslifelonglearningskillshasbecomethere-positioningofthetalentcultivationmethodincollegesanduniversities.Thedevelopmentofeducationalinformationizationpromotesthereformofhighereducationteachingcurriculum,andtheproject-basedteachingmethodcomesintobeing.Project-basedLearning(PBL),astudent-centerednewteachingmodewithteacher-guidedprinciple,cannotonlyimprovethelanguageability，theautonomouslearningabilityandteamworkabilityofstudents,butalsotheoverallqualityofteachers.However,thenewmeasureisfacinganavalancheofproblemslikeabilitylimit,experienceshortageaswellasthelackofmoneyandequipment.Asapavingstoneofseniorhighschoolandapillarstoneoffuture,thejuniormiddleschoolperiodisthetopprioritytimetocultivategoodlearningability.Hence,investigatingthefeasibilityandpossibilityofPBLinEnglishclassofjuniormiddleschoolcontributestoimprovingteachingqualityandarousingtheinterestofstudents.Keywords:Project-basedLearning(PBL);feasibility;newteachingmode;juniormiddleschoolEnglish1.Introduction1.1BackgroundoftheStudyThankstothedevelopmentofthedigitalage,greatchangeshavetakenplaceintheworld.Anyoneoranypartofoursocietyisboundtobeleftoutofthisdevelopmenttrendifnocorrespondingactionsaretaken,especiallyjuniormiddleschool,whichisthesourceofourtalentpool.The21centuryisinformation-basedage.English,asthewidestspokenlanguageallovertheworld,canbetreatedasabridgeofconnectingtheinternationaltrade,technologicalexchange,andeducationalresource.Andlearners’employmentsandfurthereducationsarealsosubjecttothemasteryofEnglish(凌静,2015).Nowadays,productiveandeducatedcitizensarerequiredtoacquirestrongerliteracyabilitiesinincreasingamountsofsocietalsurroundings.Similarly,thehigh-techeraalsoputsforwardhigherrequirementonpeople’sstudyabilities.Manypeopleinmultilingualsettingsneedtoacquireasecondlanguagewithahighdegreeofproficiencyinordertoachievepersonal,occupationalandprofessionalgoals.Asitturnedout,inmostjuniormiddleschoolEnglishteaching,manyteachersstillnaturallygoonusingthetraditionalteachingmethod,whichstillhavemanydeficiencies.Forexample,theatmosphereisdullintheclass;Theconclusiondrawnfromtheteacher-centeredclassisthatlearnersarepassivetoreceivetheknowledgesotheyarenotinterestedinlearningEnglish;theteachingmethodwhichismostlyusedistraditionalgrammartranslationmethod;toomuchattentionispaidtolanguagepointsandgrammarteaching;learnersarelackofculturalbackgroundinformation,andsoonandsoforth.Learners’individualityandindividualconsciousnessaresuppressedbythiskindofteachingmethodinthelearningprocess.Inaddition,itwillalsoaffectlearners’abilityofusinglanguage,cooperativelearningandsocialpracticalability(吴海燕,2015).Atleasttwothingscanbesummarizedfromthis:“usingEnglishinanoverallmanner”and“abilitytostudyindependently”.Thismeansthatcultivationoflearners’comprehensiveabilitytouseEnglishindailylifeandtolearnindependentlyissomethingthatwecannotaffordtoignore.1.2PurposeoftheStudyInthenewroundofjuniormiddleschoolEnglishteachingreform,manyteachers’teachingconcepthaschanged,andtheytrytofindaneffectivewaytochangethecurrentteachingandlearningofEnglishreading.PBLteachingmethodcanreflectthenewteachingconceptswhicharepursuedbyjuniormiddleschoolEnglishteachingandlearningandRequirements.ThisthesisaimstoapplyPBLtheorytojuniormiddleschoolEnglishteaching,toexplorepossibletheoreticalandpracticalinnovationsonEnglisheducationaswellastoprovideanewperspectivefortheall-roundEnglishteaching.Thisisanattempttostudyanddiscusstherelationshipbetweenlearners’positiveinterdependenceandautonomouslearningabilityunderthePBLteachingmode.Thespecificobjectivesofthecurrentstudyarepresentedasfollows:Firstly,itwillimplementthedefinitionofPBL.Secondly,thecharacteristicsofthePBLinthecurrentteachingfieldareinvestigated.Finally,itwillexplorethepracticethroughteachingachievementswherePBLhasbeenimplemented(张建伟,2000(3):55).1.3SignificanceoftheStudyThepresentstudyisconsideredtohaveboththeoreticalandpracticalsignificance.Practically,firstly,theeffectiveapplicationofPBLinjuniormiddleschoolEnglishreadingteachingwillout-datesomeoldandinefficientteachingstrategiesandmethodandopenanewwindow.Secondly,teacherscandraw

inspirationsfromthestudywhenteaching.Thirdly,thisstudyactsasafueltopertinentresearches.Takenaltogether,insteadoftask-basedteaching,whichhasbeenprevailinginChina,PBLshallcometotheeducators’attentions.“Projectdriven”referstothatafterdiscussingteachersandstudentsfindoutthemethodforacertainproject,which,ultimately,focusesontheactiveparticipationofparticipants;while“task-driven”dependsonthepassiveacceptanceofstudents.Thirdly,inteachingactivities,“task”focusesonsimple,mechanicalandstep-by-stepmethods,while“problem”focusesonstudents’thinkingandsolving,whichismoreconducivetothedevelopmentofstudents'intelligence.Finally,“problem-driven”isabetterguidertodirectstudentstoparticipateintheevaluationstageofclassroomactivities,directlyaffectingtheiremotions,attitudesandvalues,andpromotingtherealizationofthree-dimensionalgoals.Tosumup,Englishteachingincompulsoryeducationshouldgraduallychangefrom“task-based”to“problem-driven”.StudiesatHomeandAbroad2.1StudiesAbroadFromthehistoricalperspectiveofthedevelopmentofwesternteaching,theconceptofProject-basedLearning(PBL)wentbacktotheSocratic

MethodbySocrates,whichwasstudiedbyRousseauandDeweyafterwards.Therewasarelativelylongperiodofitsearlydevelopment(Albanese,M.&Mitchell,S.,1993).Intheearlystage,itwasmostlytheoreticaldiscussionandexplorationoftheapplicationinmedicalcourses.Bythe1990s,therelevantresearchtopicsincreasedsignificantlyinlinewiththeapplicationrangeofvarioussubjectsandthescopeofcountries.Aftermorethan50yearsofevolution,itsteachingmodeandteachingstrategyaremorematurewithformidablevitality,buttherearestilldeficiencieswhicharetobetunedandimprovedthroughteachingpractice.Underthe

guidance

ofconstructivism,PBLcoursesadhere

to

transformgraduallythetraditional“knowledge-centered”educationinto“ability-centered”one,focusingoncultivatingstudents’applicationabilitiesandpracticalones.HereissomeinformationaboutPBLoverseas.Tostartwith,theyhaveconductedabountifulstudyofPBLbasictheory,includingitshistory,concepts,andcharacteristics;second,manyscholarshaveinvestigatedthecasesaboutPBLmethodpractice,which,toagreatextent,teachimportantlessonsforworkingteacherstousePBL,andalsohelpotherstounderstandPBL;thirdly,theevaluationoftheeffectivenessofPBLteaching,howtoevaluate,howtoeffectivelyevaluate,andthestudyoffactorsthataffecttheeffectivenessofPBL;fourth,underthenetworkenvironment,withthehelpofutilizationofsuperiormultimediaresources,PBLstudyhasestablished“informationtechnology+issue-basedlearning”thenewlearningmodeltoenrichPBLresearch(杜进,王燕,2015(19):1821-1824);2.2StudiesatHomeInthe1980s,PBLstartedtobeusedinthefieldofmedicineinChina,which,astimepasses,havebeenappliedtootherfields.Theresearch

proceeded

withtheforeignresearchesandthenintroducedforeignonesintospecificteachingpracticesgradually.Haveabsorbedtheadvancedresearchresultsfromabroad,ChineseresearchersinvestigatedmanyaspectsofPBLindetail,likethetheory,implementationconditions,teachingmethodsandevaluationcriteria.Meanwhile,researchershaveexploredtheapplicationofPBLinteachingpracticeinChinaandpublishedmanyacademicpapers.Forexample,ZHIYongbi,anassociateprofessorofNanjingNormalUniversity,issuedanessayApplicationofPBLinForeignLanguageEducationinChina:Significance,DifficultiesandSolutions,whichcombinedthekeypointofPBLandprobetheencountereddifficultiesandmeasuresaboutusingPBLteachingmodeinChineseEnglisheducation.Anotherassociateprofessor,DINGHouyin,issuedanessay,anintegrationofPBLandactionresearch,pointingoutthat“problem-basedlearning”teachingmodeisthenewdirectionofEnglishclassroomteachinginChina.Therearestillsomedeficienciesindomesticresearchasfollows:First,somestudiesareoutoflinewithChina’seducationstatus.MostdissertationsfailtoadjustwithcurriculumreformofbasiceducationsituationwithcurtintroductionofforeignPBLteachingmode.Secondly,theresearchlackscomprehensiveness.Somedetailinformationlikespecificmethodsinprocess,teachingstrategyisweak.Thelastone,themajoremphasisofmostresearchesistheoryandliteraturereviewwhilepracticaltrialsareunnoticed.Inshort,PBLnowmainlytendtocatertohighereducation(杨伟平,陈万光,2010(130):264-265).3.TheoreticalFrameworkofProject-BasedLearning(PBL)3.1DefinitionofPBLProject-basedlanguagelearningoriginatedfromtheideaof“learningbydoing”whichJohnDeweyinitiallypromotedin1915inthebookSchoolsofTomorrow.Educationalresearchhasmadethisideaofteachingandlearningintoamethodologyknownas“project-basedlearning”.Researchershavenotreachedanagreementonthedefinitionof“problem-basedlearning”.Theyhaveputforwarddifferentopinionsinsteadofprovidingaunifieddefinition.HowardBarrows,whoseePBLasageneralapproachtoeducation,definedproblem-basedlearningaslearningthatbeginswiththeefforttounderstandandsolveaproblem.Problem-basedlearningisbothacourseandaprocess.Asacourse,itinvolvesthefollowingaspects:problemselection,problemsolvingproficiency,groupparticipationskills,etc.Asaprocess,itusuallyusessystematicmethodstosolveproblemsorchallengesinlife.Theydescribedthelearningprocessasthefollowingsevenparts:Firstly,offerlearnersacomplex,realproblemsituation,ratherthanaspecificproblem;second,learnersdiscussingroupsandaskquestions.thirdly,thehypothesisofsolvingtheproblemisgiven;fourth,makefulluseofvariousresourcestoverifythehypothesis;fifth,integrateallkindsofinformationandresources,putforwardnewhypothesis;sixth,verifythehypothesisagain;seventh,showtheresultsofsolvingproblems.Later,Howardburrows’definitionofproblem-basedlearningwasnolongerlimitedtotheaboveanalysis,butbelievedthatproblem-basedlearningnotonlyreferstoaparticularlearningmethod,butalsohasmanydifferentconnotations(PeterSchwartz&StewartMennin,2001).Asawhole,PBLaimstoputlearninginarealsituation,wherelearnersacquirenewknowledgeandmasternewskillsbysolvingproblems.PBLfocusesontheactiveparticipationofstudentssothatstudentsbecomethecenteroftheclass.Teachersgivestudentshelpandsuggestionsinsteadofblindlyimpartingknowledgeintostudentsandgivingorderstostudents.Withtheadventoftheknowledgeageandtheinformationsociety,schoolscannotprovidestudentswithalltheknowledgeandskillstheyneedintheirlifetime,inwhichindependentlearningabilitywhichPBLattachesgreatimportancetohasbecomeanimportantprerequisiteforstudentstoachievelifelongdevelopment.PBLdemandsstudentstothinkmoreandputinmoreeffortthantraditionallearningandimprovestheircommunicationandcooperationabilityinthisprocess.Ultimately,thereallearninggoalofPBLisnottogettheonlyrightanswertoaproblem,butrathertofocusonlearningasstudentssolvetheproblem.Inaddition,someteachingmethodsandstrategiesadoptedinPBLcoursessuchastask-orientedgrouplearning,thecombinationofself-evaluationandpeerevaluationarealsoappliedtoothercourses,.However,whatmakesitspecialisthatitcanapplythesemethodstoteachcomprehensively,andencouragelearnerstosolveproblemsvoluntarilyandcomeupwith“problems-centered”opinionactively.(Dorothyh.Evensen&Cindye.Hmelo,2000).3.2CharacteristicsofPBLManyscholarshaveprobedintoPBLfromdifferentanglesandmoreattentionispaidtothemostimportantcomponentofPBL,namelyprojectsintheprocessoflanguagelearning.Andthekeypointsaresummedupasfollowsaccordingtotheresearches.First,startwiththeproject.ProjectsfuelsPBLteachingtocarryoutteachingactivities.Thelearningcontentisimplicitintheprojectwhilestudentsgainknowledgearoundtheproject.Thequestionsneedtoberealandspecific;Also,thequestionscanbediscoveredandraisedbythestudentsthemselves,ortheycanbecarefullydesignedbytheteachersaccordingtotheteachingcontent;Suchaquestionisindeedbeneficialtotheimprovementofstudents’thinkingability.Amidtheprocessofaddressingproblems,studentscanlearnnewknowledgeaswellascultivateavarietyofapplicationabilities,suchastheabilitytosolveproblems,theabilitytolearncooperatively,theabilitytothinkcomprehensivelyandsoon.Second,bestudent-centered.DuringPBLteaching,studentsnolongerabsorbknowledgepassively.Instead,whenteachersraiseorindividualsfindproblems,theyformlearninggroups,analyzeproblems,collectinformation,putforwardhypotheses,verifyhypothesesthenfinallysolveproblems.Duringthisprocess,studentsarethemastersofthecourseofsolvingproblems.Teachersshouldencouragelearnerstolearnindependentlyincomplexandrealsituations,andprovideguidanceandhelpproperlyonlywhenstudentsneedit(支永碧,2009(7):34).Thus,studentscangivefullplaytotheirsubjectivityandinitiativeintheprocessofsolvingproblems.Third,studyingroups.DuringPBLteaching,duetothecomplexityandopennessofproblems,studentsneedtoworktogethertosolvethem.Especially,team-workisbeneficialforjuniormiddleschoolstudentstobuildcooperativeawareness,whichisundervaluedbymostofjuniormiddleschoolinChina.Studentsseparateintogroupsoffiveorseven,andthemembersofthegroupworktogether,communicatewitheachotherandsolveproblemstogether.Individualactivelearningiscloselyrelatedtogroupcooperativelearning.Cleardivisionisthesourceoftriumph,which,inanorderlyway,makeseachmembertotaketheindividualinitiativeandenthusiasm,tocompletetheirowntasks,andthentogether,tocommunicateandsolveproblems.Atthesametime,thecommunicationanddiscussionamongtheteammembersenableeveryonetohaveadeeperunderstandingoftheproblem,analyzetheproblemmorecomprehensivelyandsolvetheproblembetter.3.3RoleTransitionsofTeachersandStudentsSincePBLadherestotheteacher-ledteachingmodewithstudentsasthemainbody,wherestudentscansolveproblemsthroughcommunicationandcooperationtoacquireknowledge.Therolesofteachersandstudentshaveundergonetransformation.Itisvitalfortheroleorientationofteachersandstudents,whichisalsothekeytothesmoothdevelopmentofPBLEnglishteaching.Asforteachers:Inthetraditionalteaching,teachersareregardedastheauthorityofknowledge.WhileinPBLteaching,theroleofteachershasundergoneabrand-newtransformation.Theyarenolongeronlytheconferrersofknowledge,butthepromotersofstudentdevelopment,theguidesofactivelearning,andtheeffectivecollaborators.Teachershavechangedfromknowledgeconferrerstopromotersofstudents’development.Weliveinafastmovingtechnicallyadvancingworldwhereteachersarenolongertheonlywayforstudentstoacquireknowledge.Teachers’majortaskofteachinghasshiftedfrommerelyimpartingknowledgetoinspiringstudentstolearnindependently.Studentsplaytheleadingroleinthelearningprocess,whereteachersshouldusetheirownknowledgeandteachingexperiencetodirectstudentstocarryoutlearningactivities.Inessence,PBLisamethodthatinspireslearnerstobecomeabodyofmakingmovementsinconstructingaknowledgesystem,andthisprocessrequiresstudentstoexploreindependentlyinsteadofathird-partytransmission.Therefore,teachersshouldguidestudentstodiscoverknowledgeandgraduallyconstructtheknowledgesystem.Theteacherfunctiontransformsfromknowledgeexportertotheinstructorofstudents’autonomiclearning.Student-centeredsituationinthelearningprocessitselfdoesnotsignifythatteachersaremutuallyexclusiveaboutstudents’independentstudy,buttheroleofteachershaschanged,thatis,fromknowledgeexportertoguideandhelperofstudents'learningactivities.Teachersshouldcreateanenvironmentwhichengagesstudentsinlivelyinteractionandexchangeofinformationandshouldguidestudentstosolveproblemsandlearnindependently.Teachersshoulddoaforward-lookingpredictionfordifficultiesstudentsmayencountertoavoiddetours.Fortheconfusionthatthestudentencounters,theteachershouldimplementtheappropriateguidanceandpointouttimely.Inparticular,teachersshouldpayattentiontoguidestudents’problem-solvingcreativityintherightdirectionandkeepthemmovingforwardintherightdirection.Fortheconfusionthatthestudentencounters,teachersshouldcarryontheappropriateguidanceintimeandpointout.Teachersshouldfocusonactivatingthestudent’screativityintherightdirectionandkeepthemmovingforwardintherightdirection(RobertDelisle,2004).Therefore,duringPBLteaching,teachersshouldtrytheirbesttoestablishreasonableproblemsituations,toguidestudentstofindproblemsactivelyaswellastoguidestudentstoactivateknowledgeandexperiencerelatedtotheproblem,andusetheseknowledgeandexperiencetosolvenewproblems;Atthesametime,studentsshouldbeguidedtoreflectontheirlearningactivities,aswellastheprocess,methodsandstrategiesofproblemsolving.Teachersshouldalsogivenecessaryfeedbacktohelpstudentsreviewtheirproblem-solvingmethods,strategiesandthinkingprocessessoastopromotetheirimprovementinfuturelearningactivities.Asforstudents:DuringtheimplementationofPBLteaching,theroleofteachersshouldbeadjustedasabove,andtheroleofstudentsshouldbeadjustedaccordingly.Studentsareindependentlearners,activecollaboratorsandself-awareresearchersinsteadofdependentonteachers,passivelearners.Studentschangefromdependentlearnerstoindependentlearners.Intoday'ssociety,areallearnermusthavetheabilitytolearnindependently.Butforalongtime,studentsareaccustomedtopassivelyreceivingknowledgefromteachers,what’sworse,theirdependenceonteachersisincreasingdaybyday,whichleadstotheirlossofindependentlearningability.Onceleavingtheteacher'sduck-stuffingteaching,manystudentswillbeataloss.Althoughmanyeducatorsadvocategivingtheclassroombacktothestudents,whoarethemastersoftheclassroomwhileteachersstilldominatetheclassroom.Therefore,firstofall,itisemphasizedthatteachersshouldadjusttheirroles.Insteadofblindlyinstillingknowledge,studentsshouldbegivenspaceandtimeforindependentlearningsoastogiveplaytotheirsubjectiveinitiativeandrealizeindependentandindependentlearning.Moreover,inPBL,moreemphasisisplacedonstudentstoparticipateinlearningactivitiesandbecomeindependentlearners.Studentsthemselvesundertakethetaskoflearning,designplanning,monitoringandregulation,whichisconducivetothedevelopmentofinitiativeandenthusiasm.However,itisimpossibletochangestudents’dependenceonteachersinashorttime,soitisnecessaryforbothofthemtomakejointeffortsintraininganddevelopmentofautonomouslearningability(Barrows,H.S.&R.M.Tamblyn,1980).Studentsneedtochangefromindividuallearnerstoactivecollaborators.IntraditionalEnglishteaching,studentsusuallyfinishtheirlearningtasksindependently,andthereisalackofeffectivecommunicationbetweenthem.DuringPBLteaching,studentssetupgroupstoacquireknowledge,exchangeviews,discussproblemsandprocessinformation,andfinallysolveproblemstogether.Thefinalproductioncomesfromthegroupinsteadoftheindividualinthateachgroupdiscussesdifferentproblemsordifferentaspectsoftheproblem,sharingknowledge,exchangingexperienceandlearningtogether.Inthisprocess,thestudentwillgraduallybecomeawillingandcooperativeperson.Thisnotonlyimprovesthesenseofteamworkandcohesionandfosterssocialadaptability,butalsogreatlyincreasestheefficiencyofstudy.4.ThePracticeofProblem-BasedLearning(PBL)inJuniorMiddleSchoolEnglishTeachingThetruthis,ChineseEnglishteachingfieldhasnotcarriedoutPBLteachingmethodinfulloperation;Moreover,thereisverylittlepracticethatcanbefoundinthejuniormiddleschoolEnglishteaching.Thankfully,thewriterofthisthesishadtheopportunitytochallengeitduringherinternship.Hereisthesummaryafterherteachingpractice:Firstly,createthesituation.ItisnotoriousthatEnglishlearningneedsaspecificcontext.Teacherscancreateacertainsituation,andgiveguidancetoyoungstudentstoexploreinteachingsettings.Thisisconducivetothelearner’sunderstandingofthelearningcontent,soastoimprovetheirautonomouslearningability.Throughthecreationofvirtuallearningenvironment,studentscaneffectivelyenrichextracurricularresources,andalsoextracurricularself-studyundertheguidanceofteachers.Teacherscanhelpstudentswithlearningdifficultiesandproblemsof“whattodo”and“howtodo”.Secondly,highlightthestudentbody.ByusingtheEnglishlearningenvironment,studentscanactivelyconductlanguagepracticeinlanguageclasses,whichcaninspirestudents’interestintheirstudiesandgivefullplaytostudents’subjectivity.Education,afterall,isnotlecturersdancingawaylikeSalometodeliverknowledgeonaplatterwhilestudentswaitpassivelylikeHerodtoreceive.Studentsgraduallybecomeactivediscoverersandconstructors,layingthegroundworkfortheirlifelonglearning(HoffmanB,Ritchied,1997(25):97-115).4.1Pre-ClassFirstofall,students

shouldbe

properly

guided

to

self-study.Juniormiddleschoolstudentsequippedwithcoursewarearecapabletopreviewtheclassbeforeclasstounderstandthelearningtaskofthelessonandtoskimthepassage.Duringthepre-classexercise,studentsshouldgradethecontentinorderofdifficulty.Forexample,oneofthewriter’spracticetaskismainlyaboutthegrammarofPossessivePronouns.Theteacherrequiresstudentstopreviewthelessonandfindoutthedifficultiestheymetinthecontext.Then,theyshouldmakeabroadclassificationabouttheproblems’difficulty.Secondly,theyshouldlookupanyinformationaboutthedifficultiesinpreviewingthetextsuchas“Whyisthisparticularwordusedhere?Whyis‘her’insteadof‘she’inthesentencelike‘Herhairislong.’?”Aboveall,teachersshouldinvestigatethepreparationonwhichstudents’groupingisbased.Hence,thewrittenassignmentisimperative,whichisaneffectivewayforteacherstoknowthesituationofpreview.Inaddition,teachershoulddividestudentsintoseveralgroupsaccordingtoabilityinsteadofdividingthemrandomlyintoseveralgroups.4.2In-ClassDuringtheclass,teachers(theguiders)shoulddirectstudentstosharetheirdifficultiesduringpreviewing.Thenteachersshouldpromptsomeideasofaddressingtheproblemratherthanexplainitdirectly.Forexample,“whatisthedifferenceofthepositionstheyusedinthesentence?”.“‘She’isapersonalpronounalwaysusedinthefrontofsentence,whileyouuse‘her’toindicatethatsomethingbelongsorrelatestoawoman,girl.”Also,teachersneedtocreatethesituationtostimulatestudents’interestsandpresentsthetopicnaturally.Justinvitesomeoutstandingstudentstodoagapfillinggameinfrontoftheblackboard,andallowenoughtimefortheaveragestudentstoacquireacknowledge.Aftertheteacher-guidedandstudent-centeredinstruction,students(receivers)arecapabletosummarizetheknowledgetheyacquiredandtograspthekeypointcorrectly.4.3Post-ClassAftertheclass,studentsshouldfinishcontent-basedassignmenttoimprovetheirEnglishproficiency.Teachersshouldmodulatetheirteachingpaceinthelightofstudents’feedback.Byandlarge,thePBLteachingmethodistheoreticallysounddespitealackofpracticeforthetimelimitationduringthewriter’sinternship,thoughshehastesteditonlyonce.Still,thisresultismeaningful.Andshereceivedthepositivefeedbackfromstudentsafterclass.4.4TheProcessofPBLApplicationTeacherTeacherToverifyteac