[PDF] The Application of PBL in English Teaching among Middle Schools of China | Semantic Scholar (2024)

The basic types and characteristics of driven problems are discussed, and the design ofdriven problems is reflected on from three aspects: clarifying learning objectives, refining essential problems and presenting authenticity.

Results reveal that students remain motivated to learn English when addressing issues related to their context and hold in their mind the vocabulary when they associate it with pedagogical activities in which they are actively involved.

Based on the exhaustive review of the current literature, it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge, and the current reported literature lacks sufficient, rigorous evidence that supports superiority of PBL over traditional methods of instruction.

It is recommended that caution be exercised in making comprehensive, curriculum‐wide conversions to PBL until more is learned about (1) the extent to which faculty should direct students throughout medical training, (2) PBL methods that are less costly, (3) cognitive‐processing weaknesses shown by PBL students, and (4) the apparent high resource utilization by P BL graduates.

It is suggested that students in a problem‐based curriculum become more accomplished self‐directed learners over the four curriculum years, even although they are provided with many clues which may play a role in their decisions on what to study.

Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more eff ective for short- term retention as measured by standardized board exams.

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