基于问题的学习与工科大学生工程创新能力培养

基于问题的学习(PBL)是建立在建构主义学习理论上的主动教学模式和学习方法。PBL强调以学生为中心,首先由教师根据课程要求和学生的知识基础预先定义一个不完整的或病态的问题结构,然后让学生进行研究,理论联系实际,运用已掌握的知识和技能提出解决问题的可行方案,让学生亲身参与问题求解的每一个步骤和知识构建的过程,从而将其先前获得的知识和经验很好地整合起来,使已有知识结构得到完善的同时达到对新知识的理解与掌握。本文对PBL理论进行了综述;对问题、教师和团队学习等三大关键要素在PBL教学中的作用和关系进行了研究;对PBL教学实施的"七步法"进行了总结和讨论;提出了构成工程创新能力内涵的七大支撑能力要素,在此基础上根据我国工程教育的现状,从我国国民经济发展对创新型人才培养的需求出发,探讨了基于PBL理论的工科大学生工程创新能力培养的途径。

Problem-based Learning and Training of Innovative Ability for Engineering University Students

Problem-based learning(PBL) is a student-centered instructional approach built upon the constructivism theory,in which the instructors fabricate an open-ended and ill-structured problem according to the curriculum requirements and the prior knowledge of the students.The students conduct research and integrate theory with practice to develop viable solutions to the problem by applying their knowledge and skills.Through personally being involved in such a process,the students are exposed to every step of the problem solving and the whole process of knowledge construction which will promote the students to incorporate their prior knowledge and experience to refine and evolve their existing knowledge structure.This paper briefly surveyed the PBL instruction approach and investigated the interrelations of the three key elements of PBL instruction policy,namely,the problem,the instructor and the group learning as well.A summarization and discussion about the seven jumps tutorial process of PBL are presented.Aiming at the demands of China’s economic development for the cultivation of innovative talents,the paper analyzed the seven supporting capabilities for the engineering innovation talents and proposed some concrete PBL measures which take into consideration the current situation of the engineering education in China to cultivate the innovation abilities for the engineering university students.