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generate是什么意思project-based learning

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2021-01-19 09:23
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他妈的用英语怎么说-generate是什么意思

2021年1月19日发(作者:两性人)
基于项目学习对学校教学法和理工科女生的启示

The
Enlightenment
of
Project
-
based
Learning
to
School
Pedagogical
Approach
and
Females
Studying STEM

Chapter1 introduction

After
entering
the
information
society,
with
the
rise
of
knowledge
economy,
the
purpose
of
learning and mastering knowledge is to create more knowledge and solve practical problems and
create wealth with knowledge. Project
-
based learning (PBL) is a way to solve practical problems
creatively. It can promote the overall development of people from many aspects.

Project
-
based learning (PBL) theory and its application began in the United States. At present, it is
widely spread around the world and is a highly respected teaching model. In the United States,
project
-
based
learning
is
one
of
the
main
learning
models
for
its
research
learning.
From
the
perspective of its research and development history, the first focus is on the project learning itself
and its application, and then on the application of information technology in project learning.

Chapter 2 Literature Review
In
this
chapter,
the
author
will
review
the
related
literature
to
introduce
the
definition
of
PBL,
effective
pedagogical
approach
using
PBL
and
the
impact
of
PBL
to
students
studying
STEM(science, technology, mathematics and engineering fields).


2.1 definition of Project
-
based learning

Project
-
based
learning

(PBL)
is
a

student
-
centered

pedagogy

that
involves
a
dynamic
classroom
approach
in
which
it
is
believed
that
students
acquire
a
deeper
knowledge
through
active
exploration of real
-
world challenges and problems.

Students learn about a subject by working for
an
extended
period
of
time
to
investigate
and
respond
to
a
complex
question,
challenge,
or
problem.

It
is
a
style
of

active
learning

and

inquiry
-
based
learning
.
PBL
contrasts
with
paper
-
based,
rote
memorization,
or
teacher
-
led
instruction
that
presents
established
facts
or
portrays a smooth path to knowledge by instead posing questions, problems or scenarios.

Thomas Markham (2011) describes project
-
based learning (PBL) thus: “PBL integrates knowing
and
doing. Students
learn
knowledge
and elements
of
the
core
curriculum,
but
also
apply
what
they
know
to
solve
authentic
problems
and
produce
results
that
matter.
PBL
students
take
advantage of digital tools to produce high quality, collaborative products. PBL refocuses education
on
the
student,
not
the
curriculum—a
shift
mandated
by
the
global
world,
which
rewards
intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught
out
of
a
textbook,
but
must
be
activated
through
experience.”

James
G.
Greeno
(2006)
has
associated
project
-
based
learning
with
the
“situated
learning”
perspective

and
with
the

constructivist

theories
of

Jean
Piaget
.
Blumenfeld

et al.

elaborate
on
the
processes
of
PBL:
“Project
-
based learning is a comprehensive perspective focused on teaching by engaging students
in investigation. Within this framework, students pursue solutions to nontrivial problems by asking
and
refining
questions,
debating
ideas,
making
predictions,
designing
plans
and/or
experiments,
collecting
and
analyzing
data,
drawing
conclusions,
communicating
their
ideas
and
findings
to
others, asking new questions, and creating artifacts.”

The basis of PBL lies in the authenticity or
real
-
life application of the research. Students working as a team are given a “driving question” to
respond
to
or
answer,
then
directed
to
create
an
artifact
(or
artifacts)
to
present
their
gained
knowledge.
Artifacts
may
include
a
variety
of
media
such
as
writings,
art,
drawings,
three
-
dimensional representations, videos, photography, or technology
-
based presentations.


2.2 effective pedagogical approach using project
-
based learning

Anne Shaw recommends that teachers always build into the structure of the PBL curriculum an
organizational strategy known as Jigsaw and Expert Groups. This structure forces students to be
self-directed, independent and to work interdependently.
This means that the class is assigned (preferably randomly, by lottery) to Expert Groups. Each of
the Expert Groups is then assigned to deeply study one particular facet of the overall project. For
example, a class studying about environmental issues in their community may be divided into the
following Expert Groups:
1.

Air

2.

Land

3.

Water

4.

Human impact on the environment

Each Expert Group is tasked with studying the materials for their group, taking notes, then
preparing to teach what they learned to the rest of the students in the class. To do so, the class will

jigsaw

, thus creating Jigsaw Groups. The Jigsaw Groups in the above example would each be
composed of one representative from each of the Expert Groups, so each Jigsaw Group would
include:
1.

One expert on Air

2.

One expert on Land

3.

One expert on Water

4.

One expert on “Human impact on the environment”

Each
of
these
experts
would
then
take
turns
teaching
the
others
in
the
group.
Total
interdependence is assured. No one can “slack off” because each student is the only person in the
group with that “piece”of the information. Another benefit is that the students must have learned
the concepts, skills and information well enough to be able to teach it and must be able to assess
(not grade) their own learning and the learning of their peers. This forces a much deeper learning
experience.

In

Project-Based Learning in Undergraduate Environmental Chemistry Laboratory: Using EPA
Methods To Guide Student Method Development for Pesticide Quantitation written by
Eric J.
Davis, StevePauls and Jonathan Dic
k, a project
-
based learning (PBL) laboratory approach for an
upper
-
division environmental chemistry or quantitative analysis course is presented. This
pedagogical approach provided numerous teaching moments regarding the pitfalls of research and
low
-
level quantitation in environmental samples, as well as development opportunities for student
teamwork skills as each individual focused on a specific aspect of the project throughout the
semester.

In

Interdisciplinary Project-Based Learning through an Environmental Water Quality Study,a
n
interdisciplinary environmental water quality study was designed and conducted to enhance
training and employ ability of chemical and environmental technician students in associate degree
programs. Surveys completed by students and instructors indicate that the
project is a successful
teaching method allowing introduction of new skills as well as review of important technical and
employ ability skills.

2.3 the impact of Project- based learning to students studying STEM

他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思


他妈的用英语怎么说-generate是什么意思



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