The Explore Of Chinese Problem-based Teaching Based The New Course Criterion

As the coming of the information age, the ways people's life and study have beenchanged substantially. Education is facing an unprecedented challenge. In the report"Learning to be—the world of education today and tomorrow", UNESCO pointed out ,"education is no longer limited to the inflexible content which must to be absorbed, on theother hand, it should be regarded as the process of human beings during which, learninghow to behave themselves , how to communicate with others , how to explore the world ,and how to fulfill themselves constantly through all kinds of experiences.""Releasingpeople's talent, tapping their creation, is the most important thing to the development ofeducation world in the future tomorrow."How do Chinese teaching attracting the mostattention from the whole society all the time to shrug off the criterion that"only teachingknowledge, not teaching methods;only teaching ready-made conclusion, not procedure inproduction"? The new course criterion of the secondary senior high school requestsdefinitely to build students' innovative mental vitality, creative ability, lifelong study ability,conscious eyes for beauty and good spiritual sentiment. To accept the new challenge,practice the new course theory, we must reform the stale teaching pattern based on"explicating-taking, reform the stale simple problem-based learning, and perform newexploration. So in my thesis, I explore the problem-based teaching which is based the newcourse criterion. This thesis covers problem-based teaching both in theory and practice.In "forward", this thesis leads in the high-school problem-based teaching. First, thethesis simply explains that creation is human's value in essence, which is ignored intraditional education. Second, to build students' innovative mental ability and creativeability is put to an unprecedented height, the application of problem-based teaching is animportant approach to practice the new course criterion. Establishing problem-basedteaching, which is based on new course criterion in high school, is an inevitable selection.In part 1, the conception "Chinese problem-based teaching in high school" is definitedin the thesis. Following the definition, the thesis enters into the foundation of philosophy, ofpsychology, of teaching theory, in order to offer a stringent support.In part 2, this thesis analyzes the value of high school Chinese problem-based teachingin intelligence, emotion ability and relation between teachers and students. Buildingstudents' innovative mental ability and lifelong study ability are basic value aim of Chineseproblem-based teaching, but possessing problem-awareness is basic prerequisite.Possessing good sprit and personality are be-all and end-all of problem-based teaching.Problem-based teaching can improve the opposite relation between teachers and students,and realize unity of teachers' leading role and students' subject role.In part 3, this thesis analyzes the main characteristics of problem-based teachingapproaches. The student's independence in study is the basic characteristic ofproblem-based teaching. It is the basic standard of testing problem-based teaching. Creationis the point of problem-based teaching. Self-determination and creation will show in theprocess of the teaching.In part 4, the thesis analyzes how teachers and students adjusting to problem-basedteaching. The new problem-based teaching is different from the traditional teaching andtradition problem-based teaching. Either teachers or students must adjust his role. Teachersshould build the appraise system based personality to inspire students to share in theprocess actively. Teachers should offer comfortable atmosphere for students' mind.Students should share in the process actively, and doubt bravely to build subjectconsciousness.In part 5, this thesis treats application strategy of problem-based teaching. This is theemphasis of the thesis, which includes two parts, raising questions and working out them.The strategy of posing questions includes how teachers build circumstances to put forwardquestions and lead students raise questions, and build students' ability of putting outquestions is the emphasis. The strategy of solving questions includes exploration withfreedom, cooperation and intercommunion, summarization application. Researching thedifferent keys to different questions in the process is made sure. Teaching cases arefoundation stone of this part.In "epilogue", this thesis sum up the position of Chinese problem-based teachingapproaches in Chinese teaching approaches of high school, and the value of furtherresearch on Chinese problem-based teaching.This thesis definitudes that Chinese problem-based teaching is the inevitable choice tobuilding innovative thought and innovative ability of students in theory. And proves thatChinese problem-based teaching is one of the best tracks to build innovative thought andinnovative ability of students in practice. There are three outstanding characteristics in thisthesis. One is that this thesis is lead by the new course theory from stem to stem. Anotheris that it breach the limit of traditional Chinese problem-based teaching and make an activeexplore in building students' ability of putting forward problems. The third one is that lotsof teaching cases are used in the thesis to discuss how problem-based teaching reaching thepossible state from the true state to the possible state.