基于问题导向教学模式的大学英语阅读课堂反馈研究

PAGE1AStudyontheFeedbackofProblem-basedLearning(PBL)inCollegeEnglishReadingClassAStudyontheFeedbackofProblem-basedLearning(PBL)inCollegeEnglishReadingClass基于问题导向教学模式的大学英语阅读课堂反馈研究PAGE27AbstractWiththecontinuousdevelopmentoftheinformationageandthetrendofglobalization,profoundchangeshavetakenplaceinpeople'slearningmethods.Thecultivationofnewtalentswithinnovativespirit,practicalabilityandlifelonglearningabilityhasbecometheorientationoftalentcultivationmethodsincollegesanduniversities.Inforeignlanguageteaching,thecultivationofreadingabilityisusuallythemostimportantofallkindsofskills,especiallyinCollegeEnglishteachingInCollegeEnglishreading,traditionalteachingmethodsstilloccupythevastmajorityoftheclassroom,whichoftenleadstopoorteachingeffect,lowcomprehensiveabilityoflearners,problem-basedlearning,orPBLforshort,hasbeenwidelyusedinthefieldofmedicineandeducationinrecentyears,whichisalearnercenteredteachingmethodItisacreativeteachingmethodtohelplearnersdevelopproblem-solvingskillsandlearninggroups.TherearemoreandmoretheoreticalresearchesonPBLathomeandabroad,buttheapplicationofPBLinCollegeEnglishreadingteachingisrare.ThispaperfocusesonPBLteachingmethod,designsaquestionnairesurvey,andselects100studentsfromcollegestudentsofdifferentmajorsparticipatedinthesurvey.Thedatacollectedinthestudywereanalyzedbyquestionnairestarstoshowmorereliableresults.Bydoingso,weaimtoexploreamoreeffectiveteachingmethodofcollegeEnglishreading.Ithasbeenprovedthatthismethodhasapositiveeffectonthecultivationandimprovementofstudents'readingskillsandreadingcomprehensionability,ontheimprovementofstudents'culturalcognitiveability,onthecultivationofstudents'autonomouslearningability,oncreativethinkingability,peercooperation,etc.,whichprovidesabasisforCollegeEnglishreadingteachingHowever,therearemanydefectionsinthisstudy,suchas,lackofexperiment,thesamplesizeisnotlargeandsoon.Wesincerelyhopethatthisstudycanplayacatalyticroleinattractingmorescholarsandteacherstoconductmorein-depthresearchandresearch.Keywords:Problem-basedLearning；CollegeEnglish；ReadingTeaching摘要随着信息时代和全球化趋势的不断发展，人的学习方式发生了深刻的变化，培养具有创新精神、实践能力和终身学习能力的新型人才已成为高校人才培养方法的重新定位在外语教学中，阅读能力的培养通常是各种技能中的重中之重，尤其是在大学英语教学中，在今天的大学英语阅读中，传统的教学方法仍然占据着绝大多数的课堂，这往往导致教学效果不佳，学习者的综合能力低下，基于问题的学习，简称PBL，近年来在医学领域得到了广泛的应用，在教育领域得到了广泛的应用，是一种以学习者为中心的教学方法，通过与学生共同进行问题解决活动，帮助学习者发展问题解决技能学习型群体，是适应当前人才培养要求的一种创造性教学方法，国内外关于PBL的理论研究越来越多，但PBL在大学英语阅读教学中的应用还不多见，本文以PBL教学法为中心，设计了问卷调查，并选取了100位来自不同专业的大学生参加这次调研。研究中收集的数据通过问卷星进行数据分析，以呈现更可靠的结果。通过这样做，我们旨在探索一种更有效的大学英语阅读教学方法，实践证明，该方法对培养和提高学生的阅读技能和阅读理解能力，提高学生的文化认知能力，培养学生的自主学习能力具有积极的作用，创造性思维能力、同伴协作等，为高校英语阅读教学提供了理论和实践参考，但本研究存在诸多不足，我们衷心希望本研究能起到催化剂的作用，吸引更多的学者和教师进行更深入的研究和研究。关键词：基于问题的学习；大学英语；阅读教学

Contents1.Introduction 61.1KnowledgeoftheThesis 错误!未定义书签。1.2purposeandsignificanceofthestudy 71.3theStructureoftheStudy 82ResearchstatusandtheoreticalbasisofPBL 92.1DefinitionofRelatedConception 92.2TheoreticalFoundationofPBL 112.3LiteratureReviewoftheStudyofPBL 133Methodology 163.1HypothesisandResearchQuestions 163.2ResearchSubjects 163.3ResearchInstruments 163.4ResearchMethods 174DataAnalysisandDiscussion 174.1DataAnalysisandDiscussionofQuestionnaires 184.2summary 错误!未定义书签。5Conclusion 205.1Majorfindings 205.2LimitationoftheStudy 235.3RecommendationsforFutureResearch 23Acknowledgements 25References 26

1.Introduction1.1KnowledgeoftheThesisWiththeadventofthedigitalera,greatchangeshavetakenplaceinourlives.Ifwedon'ttakecorrespondingmeasures,anypersonoranyclassinoursocietywillbeexcludedfromthisdevelopmenttrend,especiallycollegesanduniversities,whicharethesourceofourtalents.Asweallknow,Englishisthemostwidelyusedlanguageintheworld,so,itcanusedasabridgetoconnectinternationaltrade,technologyexchangeandeducationalresources[1].TheemploymentandfurthereducationoflearnersalsodependontheirmasteryofEnglish.Nowadays,inmoreandmoresocialenvironments,productiveandeducatedcitizensmusthavestrongerliteracy.Similarly,theeraofscienceandtechnologyalsoputsforwardhigherrequirementsforpeople'sreadingability.Manypeoplewhousemultiplelanguagesneedtobeproficientinreadingthesecondlanguagetoachievetheirpersonal,professionalandprofessionalgoals.Ithasbeenprovedthatlistening,speaking,readingandwritingarethefourmostimportantbasiclanguagelearningskills.Amongthesefourskills,"reading"isthemostbasicandimportantone.[2]Atpresent,readingcomprehensionisthekeyanddifficultpointofCollegeEnglishteaching.Wemainlymeasurethelearners'Englishabilitythroughexaminations,includingreadingcomprehensionability.Thereadingabilitywillaffectthelearners'academicperformance.Alargenumberofteachersstillfollowthetraditionalteachingmethods,andtherearemanyshortcomings,suchas:theclassroomatmosphereisdull,teachersbecomethecenteroftheclassroom,andlearnerspassivelyacceptknowledgeandarenotinterestedinlearningEnglish;theteachingmethodmainlyadoptsthetraditionalgrammartranslationmethod;traditionalteachingmethodpaystoomuchattentiontolanguagepointsandgrammarteaching;intheprocessoflearning,thisteachingmethodrestrainsthelearners'personalityandindividualconsciousness,andaffectsthelearners'languageapplicationability,cooperativelearningabilityandsocialpracticeability.ThemainpurposeofCollegeEnglisheducationistoenablelearnerstouseEnglishmorecomprehensively[3].Becauseinthefuturelearning,workingenvironmentandvarioussocialcontactsoflearners,thelearnerswithpoorEnglishlevelareactuallymute.Atthesametime,theirindependentlearningabilityandculturalawarenesslevelarethekeytomeettheneedsofChina'ssocialdevelopmentandinternationalcommunicationTherearetwothingsthatcanbesummeduprarely:"usingEnglishinanall-roundway"and"learningindependently",whichmeansthatwecan'tneglecttocultivatelearners'comprehensiveandautonomouslearningability.Inrecentyears,autonomouslearningandcooperativelearninghavebecomethefocusofCollegeEnglisheducation[4].Undersuchnewcircumstances,teachersshouldpayattentiontoprovideagoodandrichlanguageenvironment.Onlyinthiswaycanlearnerstakeahigherlevelinlanguageknowledge,languageability,culturalawarenessandlearningstrategies.Therefore,itisnecessarytoexploreamoresuitableteachingmethodforcollegeEnglishteachingreadingclass,whichcanimproveteachingqualityandpromotethedevelopmentoflearners.PBL（Problem-basedLearning)teachingmethodisaneffectiveteachingmethod,whichcancreatetheconditionstoputforwardproblems,letlearnersexploretheirowninterests,andfinallysolveproblems.Humanities,scienceandotherdisciplinesasteachingcontent,learnerscanactivelyconstructknowledgeintheprocessofindependentlearningandcooperativelearning,andtheapplicationofPBLteachingmethodenableslearnerstoacquirelanguageknowledgeinthemeaningfullearningprocess.FurtherimprovingtheconceptoflanguageskillseducationconformstotherequirementsofcollegeEnglisheducationandmeetstheexpectationsofstudents[5].ThestudyofPBLinCollegeEnglishteachingisstillahotresearchiteminChina,especiallyinEnglishreading.ItwasnotuntilafewyearsagothatPBLbegantobeusedinEnglishteaching.WiththeperfectapplicationofPBLinmedicalcolleges,PBLurgentlyneedstobetestedinotherteachingfields.Therefore,wecarryoutthisstudy,hopingtoprovideanewwayfortheimprovementofCollegeEnglishreadingtrainingfromthisperspective,wecanlaythefoundationforfutureresearchinthisarea.1.2purposeandsignificanceofthestudyPBLteachingmethodisakindofteachingmethodthatputsstudentsintherealproblemsituation,takesstudentsasthemainbody,whichallowsstudentsdiscussesandsolvesproblemsthroughgroupcooperation,andfinallylearnsknowledgeanddevelopsstudents'independentlearningability.Theteachingprocesswithcompactlinksisinlinewithstudents'cognitivelevel.Thepurposeofthisstudyistostimulatelearners’interestsinEnglishreading;tofosteractiveandcriticalthinkingthroughthefeedbackofstudentswhohavebeenaccesstoPBL.ItishopedthatthisstudywillbeconducivetobothteachingandlearninginEnglishreading．Intheory,thesuccessfulimplementationofthisstudywillprovidemorechoicesforEnglishteachers.Inpractice,firstofall,theeffectiveapplicationofPBLinCollegeEnglishreadingteachingwilleliminatesomeoldandinefficientteachingstrategiesandmethods,suchassometeachersteachknowledgeblindly,butignoretoteachstudentstolearnindependentlyandopenanewwindow;secondly,thisstudycanprovidesomeenlightenmentforCollegeEnglishteachersinCollegeEnglishreadingteaching,andthisstudyprovidesmorereferenceforrelatedresearchThepurposeoftheexperimentistofindouttheeffectivenessofPBLinCollegeEnglishreadingteaching.Thepurposeofthisstudyistostimulatelearners'interestinEnglishreadinginamoreeffectiveway,andpromotethisinteresttooneAhigherlevel,bothinternalandexternal.Moreimportantly,withtheapplicationofPBLteachingmethod,itispossibleforlearnerstohavemoreinitiativeincultivatingteamspiritandleadershipspirit.Inaddition,teachersarefullycapableofevaluatingandevaluatinglearners'performance.Onthewhole,thisstudycanpromotetheprogressofCollegeEnglishreadingteaching,whichisourboldattempttoestimatethelearners'performanceinthetestclassTherewillbesignificantprogressinreadingcomprehensionandlearningability.1.3theStructureoftheStudyThethesisisintendedtocarryoutastudyonthefeedbackofPBLincollegeEnglishreadingteaching．Thewholethesisconsistsoffiveparts:Introduction,TheoreticalFoundationandLiteratureReview,Methodology,DataAnalysisandDiscussion,andConclusion．ChapterOneintroducesstate.Thisportionincludesthebackground,purposeandsignificanceofthestudyaswellasthestructureofthestudy.ChapterTwointroducesresearchstatusandtheoreticalbasisofPBL.Itdiscussesthedefinitionofrelatedconcepts,includingthedefinitionofPBL,andthefeaturesofPBL.Withthat,asolidtheoreticalfoundationisbuiltsoastoguidethefollowingresearches．ItalsogivesabriefreviewofthestudiesonPBLinEnglishteachingbothathomeandabroad．ChapterThreeintroducesthemethodologyofthestudy;thispartintroducesanddescribesquestions，subjects,instruments,methodsandproceduresoftheresearch.ChapterFourintroducescollection,analysisanddiscussionofdata.Inthischapter，datacollectionandanalysisthroughbothquantitativeandqualitativedesignwillbeusedtoconductexperimentsanddiscussresultsoftheexperimentindetail.ChapterFiveistheconclusion,whichresentsthemajorfindingsofthestudy,illustratesthepedagogicalimplicationsandsomelimitations,andsomesuggestionsareputforwardforfutureresearches.2ResearchstatusandtheoreticalbasisofPBLProblem-basedlearning(PBL)originatedinthe1960sandhasexperiencedcontinuousdevelopment[6].ItiswidelyusedinEnglishteaching.Throughreadingandsortingouttheliterature,theauthorwillelaboratedetaillyfromthedefinitionofPBL,thefeaturesofPBL,theoreticalfoundationandabriefreviewofthestudiesonPBLinEnglishteachingbothathomeandabroad．2.1DefinitionofRelatedConception2.1.1DefinitionofPBLPBL(Problem-basedlearning)isasetofteachingmethodsfordesigninglearningsituations.PBLisateachingmethoddevelopedonthebasisofcriticizingthetraditionaleducationwhichtakesteachersasthemainbody,staticandpassiveacceptanceofknowledgeeducation[7].PBLisanopenanddynamicteachingmethodwithstudentsasthemainbodyandalearningmethod.Basedontheprojectsorproblemsinreallifescenes,studentstryandcorrecttheirowndesignschemes,completeaseriesoftasks,andfinallyachieveacertaingoalorsolveacertainproblemtoformtheirownworks.Inthisprocess,youneedtoprepareyourowndesignplan,collectrelevantmaterials,learnsomeskills,suchascutting,programming,etc.,whicharetheknowledgeandskillsyoucanacquireintheprocessofcompletingthisproject.Inthewholeprocess,studentsaretheleaders,deeplyinvolvedinit,fullofpassion,learnedteamcooperation,teamcommunicationandself-management2.1.2FeaturesofPBLInshort,learnersandteachersacttogetherinthelearningprocesstoproduceresults.Whenassignedtodifferentgroups,learnersareforcedtoworktogethertoexploreBknowledgeandtrytosolveproblems.Ontheotherhand,teachersactasmentors,mentors,andevencorrectors,unlessseriousmistakesoccur.Thismeansthatteachersshoulddesigneffectivescaffolding[8]orguidelearnerstousetheirknowledgeandpotentialtocarryoutproblem-solvingactivitiesinanypossibleway.Moreover,thesuccessofteachingandlearninggoesfarbeyondknowledgeacquisition.Thisisabouttheoveralldevelopmentoflearners'theoreticalandpracticalabilities.TheseillustrationofthecharacteristicsofPBLcouldbeconcludedasfollows．1.Focusingonreallife.Thelearningmaterialsofproblem-basedlearningareinlife,soproblem-basedlearningiscloselyrelatedtoreallife.Bylearningthesematerials,studentscanbettersolvemanyproblemsinreallife.Whenstudentsdeeplyrealizethatthesematerialshaveanimpactontheirlives,theywillworkhardtolearnpracticalknowledge.2.Letingstudentsbecomeautonomouslearners.Withtheincreaseofknowledgeandthespeedoftechnologicalchange,itisimpossibleforstudentstoabsorballknowledge.Schoolsshouldteachstudentshowtolearn,notjustknowledgeitself.Bysolvingproblemsinproblem-basedlearning,teacherscandevelopthisskillbetterthantraditionalteachingmethods.Becauseafterthequestionisputforward,everythingelseisdecidedbythestudentsthemselves.Students'learningisnolongerpassive,butindependent.Autonomouslearningismanifestedas:learningbasedonself-awarenessdevelopment;thinkingbasedonstudents'internallearningmotivation;learningbasedonstudents'masteryofcertainlearningstrategies;learningbasedonthewilltoworkhard.Whenstudentsfinishthequestions,theybecomeindependentintheprocessoflearningandthinking.3.Realizingcooperativelearning.Inproblem-basedlearning,asstudentsfacemorecomplexproblemsthanbooks,studentsneedtostudyingroups,solveproblemstogether,andformafriendlycooperativerelationship.Incooperativelearning,duetotheactiveparticipationoflearners,studentscannotonlyactivatetheexistingknowledgeintheprocessofdiscussingproblems,butalsomaketheirthinkingprocessreflectedandcontributed,what'smore,letstudentsbecomeapersonwhoiswillingtocooperateandstarttocooperatewithothers.4.Payingattentiontothequalityandeffectoflearning.Theeffectofproblem-basedlearningonimprovingtheamountofknowledgeacquiredbystudentsisnotsignificant.Butforstudents,problemteachingismoremeaningfulthantraditionalteaching.Itrequiresstudentstogetalotofinformationandthenmakedecisionsbasedontheirownresearch.Thisprocessenablesstudentstodevelophighercognitiveability,useknowledgetosolveproblems,creativethinkingabilityandlearningability.Problemlearningisundoubtedlyaneffectivewaytoimprovethequalityofteaching,becauseteachingisnottheresultofteachingstudentsknowledge,teachingismoreimportantistheprocessofknowledgeconstruction.2.2TheoreticalFoundationofPBL2.2.1ConstructivistLearningTheoryProblemlearningisakindofteachingmodewhichaccordswiththelearningtheoryandteachingprincipleofconstructivism.Constructivismemphasizesthatlearningisaprocessinwhichlearnersconstructknowledgeactively.Basedontheirownexperiencebackground,learnersacceptexternalinformationindependently,buttheychoose,processandprocessexternalinformationactively,andfinallyconstructthemeaningofcurrentthings.Fromtheperspectiveoftheinternalprocessoflearning,constructivismrequireslearnerstohaveadvancedthinkingactivities,andlearnersmustconstantlythink,constantlyprocessandtransformvariousinformationandconcepts.Learnersshouldintegrateandgeneralizeonthebasisoftheiroriginalexperience,explainrelevantphenomena,andformnewhypothesesandinferences.Thisisnotinaccordancewiththetraditionalteachingmethodwhichrequiresstudentstomemorizeallkindsoffactualinformationandconcepts,principles,memories,retellingandsimpleapplication.Constructivistlearningpaysmoreattentiontostudents'activelearningandmeaningconstruction.Fromthepointofviewofconstructivism,problem-basedlearningbelongstothecategoryofconstructivismlearning,andtherealworldisrepresentedbyproblems.Otherscholarsdefinetheconceptfromtheperspectiveofteachingstrategies.Onthebasisofpreviousstudies,theproblem-basedlearningmodelproposedinthispapercanbeunderstoodasanewteachingmodelthattakesstudentsasthecenter,teachersastheguide,andstudiesbysolvingproblems[9].2.2.2CooperativelearningtheoryResearchersgenerallybelievethatcooperativelearningisthesummaryofaseriesofmethodsbasedonstudentsasthemainbody,aimingtopromotestudentstocooperatewitheachotherinheterogeneousgroups,achievecommongoalsandorganizeandpromoteclassroomteaching.Forstudents,intheprocessofcooperativelearning,studentscangainmore,notonlybroadentheirknowledge,butalsoimprovetheirability.Atthesametime,itcanalsocultivatestudents'senseofcompetition,expandtheirthinking,cultivatetheirsenseofinnovation,andimprovetheircomprehensivequality.Inthisprocess,studentstaketheinitiativetoparticipate,sothattheautonomyandindependenceofstudentshavebeendeveloped,providingstudentswiththeopportunitytoexercise,andpromotingtheoveralldevelopmentofstudents.Inconclusion,cooperativelearninghasfivebasicelementsincommon:first,positiveinterdependence,mutualtrustamongteammembers;second,face-to-faceinteraction,toensurethatteammemberscancommunicatedirectly;third,individualresponsibility,membersperformtheirownduties,Doagoodjobintheirownwork;fourth,cooperationskills,mutualassistancebetweenteammembers;fifth,collectiveself-processing,teammemberstotakeself-examinationandotherwaystochecktheprogressoflearningtasksandmakesuggestions.InPBLteaching,cooperativelearningisthekeystep.Suchcooperativelearningcanimprovestudents'cooperativeconsciousnessandthinkingability.Teachersshouldnotonlyencouragestudentstocommunicatewitheachother,butalsohelpstudentstodeveloptheirindependentlearningabilityasafacilitator.InPBLteaching,studentscansolveproblemsthroughgroupcooperation.Inthisprocess,studentscandeveloptheirabilityofcommunicationandcoordination.Atthesametime,whenstudentscooperateingroups,teachersshouldnotonlyencouragestudentstocommunicateandcooperatewitheachother,butalsomonitorcooperativelearningatanytimeandgiveappropriateguidance.Therefore,cooperativelearningtheoryprovidesastrongtheoreticalsupportforPBLteachingmethod[10].2.2.3Learner-OrientedLearningPBLisalearnercenteredorlearnercenteredapproach,whichmeansthatlearners'initiativeisthewholecontentofthisapproach.Learnersarerequiredand,toacertainextent,forcedtotaketheinitiative.Inthisprocess,theyanalyzethegivenproblems,findthem,makeuseofrelevantresources,andintegratethemintoacommonpurpose,sothatlearners'knowledgeoftheproblemsisfullyactivated,theyarefullyawareofwhattheydon'tknow,andtrytofillintheblanks.Inthisway,learnersarenottheaudienceintheteachingactivities,butthecenterofthewholelearningactivities.Inextremecompetition,theydon'tevenhavetimetorest,whichisobviouslydifferent.Comparedwiththetraditionalclassroom,PBLteachersarepassivemembers,buttheyhaveapositivemission.Whenthesituationgetsworse,theyshouldalwaysbevigilant,giveanyguidanceandinstructions,andtheirpresenceisconducivetothesmoothprogressofthewholeprocess[11].2.3LiteratureReviewoftheStudyofPBL2.3.1StudiesAbroadPBL,asalearnercenteredautonomouslearningmethod,hasbeenimplementedinmedicaleducationfor40yearssinceitsbirthin1960s.Ithasbeenadoptedbyhundredsofschoolsaroundtheworld,butithasbeenextendedtodifferentbranchesofhumanknowledge,includingeducation,business,architecture,legaleducation,engineering,sociology,etc.VernonDT.BlakeRL.BerksonL.andAlbaneseMA,MitchellS.findsthattherearealargenumberofworksonPBLpublishedabroad.TheresultsshowthatsomecommentsattempttoprovideevidencethatPBLismoreeffectivethanothereducationstrategiesintermsofconditionsandbackgrounds.Threeofthefivereviewswerepublishedinthesamejournal[12-15].Thesethreereviewsincludeprimarystudiesofdifferentdesignandquality,andtheabovethreestudieshavereacheddifferentconclusions.SeveralstudieshaveshownthatPBLisgoodforlearningprocessskills.Thegraduatesofproblem-basedmedicalcollegehavebetterinterpersonalskillsandhaveapositiveimpactontheinteractionwithpatients.HughA.Gemmellconcludedthatproblem-basedlearningnotonlyaffectsgraduates'interpersonalskills,butalsoseemstoaffectcognitiveskillsandmoregeneraljob-relatedskills,whichareveryimportantforthesuccessofprofessionalpractice[16].SternP.foundthatresearchshowsthatPBLcanpromotedeeperunderstandingofcontentandfeedbackofacquiredknowledge.Itcancultivateself-directedlearningskills,andprovideapleasantandstimulatinglearningenvironmentforlearnersandteachers[17].Fromthefieldofmedicinetothefieldofeducation,PBLhasgraduallybeenappliedtolanguageeducation,thatis,Englishteaching.PBLhasbecomeapopularteachingmethodintheworld.WiththecontinuousdevelopmentandimprovementofPBL,expertsfromdifferentfieldscometogethertodiscussitsadvantagesanddisadvantages,makingitamorepowerfulteachingmethodtoguidemorefields.PBLisalsospreadingtothenon-professionalfieldofhighereducation2.3.2StudiesatHomeYouyanChensaidthatthefocusonPBLinChinabeganinthelate1980s,andPBLmodelwasfirstintroducedbyscholarsineducation.Theconnotationandrelatedresearchofproblem-basedlearningshowthatithasthepotentialguidancetocultivatetheabilityofautonomouslearning.Problemteachingmethodisastudent-centeredteachingmethod,whichaimstostimulatestudents'thinkingability.Theproblemisthatteachingmethodhasagreathelptocompletelychangeteachers'indoctrinatedteachingandstudents'passivestate,makingstudentslearnvividly,activelyandeffectively,anditchangespassivelisteningintoactivelearning.Throughdiscussion,debate,mutualinspiration,correctionanddeepeningofproblems,students'interestinlearning,enthusiasmtoparticipateinlearningandabilitytosolveproblemsindependentlycanbegreatlyimproved.Inshort,problem-basedlearningisaneffectivewaytocultivatestudents'autonomouslearningability[18]ZhuolinMi,DaqingZhangandJingjingSustatedthatasaninnovativeteachingconcept,PBLhasobviousadvantagesanddisadvantagesinhalfacentury'spractice.TheadvantageofPBListhatthelearningmodeismorenatural,andstudentscanconsultmaterialsandpreviewindependentlybeforeclass,whichmakeslearningmoreefficient.InPBL,therearenosuchbadbehaviorsasskippingclassesandrecitingbeforeexamsinthetraditionalclassroom.Studentsstudyforlearning,notforexams.Studentsandteachersaremoreequal,andenoughcommunicationanddiscussionalsoshortenthedistancebetweenstudentsandteachers.Studentslearnthebasicknowledgebyexploringtherealcases,whichismorehandyinclinicalpractice.Atthesametime,comparedwiththetraditionalteachingmethods,PBLiseasiertochangethestereotypeofstudentsbeforelearningandmakestudentsacceptnewknowledgemoreeasily.ThedisadvantagesofPBLareobvious.Thetraditionalteachingsystemhasbeenbrokenup.PBLstillneedsalotoftimeandresearchtoimprovetheeducationsystem.PBLneedsalotofteacherresourcesandhashigherandmorecomprehensiverequirementsforteachers.Inaddition,duetothedifferentabilitiesandstylesofteachers,theteachingqualityofeachlearninggroupisuneven.Therefore,schoolsstillneedtotreatPBLprudentlyandapplyitaccordingtotheactualsituationofschoolsanddisciplines[19].LiZhangconcludedthatalargenumberoftheoreticalandempiricalstudieshaveprovedthatthePBLteachingmodeinCollegeEnglishclassroomisfeasibleandeffective,butthedesignofeffectiveproblemsmustconformtotheteachinglaw,stepbystep,andberelatedtosocialhotspotsandstudents'lives,soastoensurethateverystudentcanparticipateinandsolveproblemsinthejointcooperation.Atthesametime,thedesignedproblemsneedtobesolvedOnlywithopennessandbadstructurecanwestimulatestudents'deepthinkingandputforwarddifferentsolutions.Thedesignofproblemsputsforwardhigherrequirementsforteachers.Teachersshouldkeepcharging,strengthentheirownabilitytoputforwardproblemsandsolveproblems,flexiblyuseonlyabilityandstrictlogicalthinkingability;andthroughcontinuouspractice,arousestudents'enthusiasmandcontroltherhythmoftheclassroom.[20]3MethodologyBasingonthetheoryofPBL,thischapterwillmainlyd