On Independent Compulsory Problembased Learning Curriculum And Its Hindrances & Tactics

Problem-based learning has broad and narrow sense. The former means student's active and investigative learning style. Opposite to receptive learning style, it refers to a kind of learning concept, tactics, basic thought and methodology. It can be applicable to different subjects, that is to say, it can be connected with different subjects. As far as narrow sense is concerned, it's an independent compulsory curriculum. In its teaching course, with problems as carriers, teachers set up a kind of situation and approach which is similar to scientific research When students are solving the problems by themselves through collecting, analyzing and handling information, they get knowledge through experience. Furthermore they know society, learn to learn and not only develop analyzing and solving problems ability but also creativity ability. At present, independent compulsory problem-based learning curriculum is the highlight of China's basic educational reform. It theoretically derives from Dewey's experience-based studies, Bruner's discovery learning, and Schwab's enquiry learning. Now, the independent compulsory problem-based learning curriculum, however, has met some disadvantageous factors such as deviation of China's present educational value orientation challenge from students' psychological divergence, low teachers' adaptability, shortage in equipment and resources and finally, inappropriate operations in practice led by misunderstanding of some concepts of the curriculum So attentions should be paid to (1) Reform to education should be carried out on the bases of the present China's educational value orientation, to meet the people's needs for the economical, scientific and cultural development. (2) Students should be taught in accordance with their aptitudes so that students with different cognitions, can develop well in the problem-based learning curriculum. (3) Backbone teachers should be modeled to improve the validity of teachers' training. (4) Osmotic problem-based learning curriculum must be promoted from problem-based teaching to problem-based learning. (5) Curriculum resources should be developed to strengthen its reality.