Research On The Implementation Strategy Of Skill Development Course Based On Problem - Based Learning

Skills development programs (SDP) is the short-term intensive coursesdesigned and developed by International Examinations Board of Examination inCambridge University and Cheer International Education Group based onlearning and research of current China’s high school curriculum and teachingobjectives, and combining with the general requirements of overseas highereducation and the relatively weakness of Chinese students in learning skills andcomprehensive quality. Since SDP’s objective is fitting to the requirements of thenew curriculum reform in China, at present there are many high schools inShanghai introducing SDP, which aims at cultivating students’ critical andcreative thinking ability, independent study，research ability, team spirit，communication and presentation skills. In order to have a correct understandingand evaluation of SDP, improve the implementation efficiency of SDP, reasonableuse the advantages of SDP for localization, this paper takes the SDP in the highschool affiliated to Shanghai Normal University as the object of study.This paper makes in-depth exploration of SDP from theory and practice bythe method of document analysis, case study，interview, observation etc. Bytaking the SDP in the high school affiliated to Shanghai Normal University as theease, this paper points out the problems existing in the implementation of SDP onthe basis of the analysis of interview, classroom observation and studentassessment scale. Through literature analysis, this paper Finds the improvementstrategy based on problem-based learning (PBL) with a high degree ofconsistency in the target and the process to SDP. The main content of the papercan be divided into five parts.The first part is introduction. This part mainly elaborates the background,research purpose，research signiifcance, research methods and the present statusfor this paper.The second part analyzes the basic theory of PBL and SDP. Firstly, thispaper introduces different scholars’ definitions of PBL, and defines PBL throughthe comparison of context learning and PBL, It discusses the objectives, processand characteristics of PBL. Secondly, it makes an analysis of the implementation goals of SDP, and sums up the ordinary process of implementation. And then theauthor determines the nature of them as a kind of teaching mode，and discussesthe constructivism theory.The third part puts forward the support conditions and requirements for theeffective implementation of SDP from teachers, students and environment.Through observation and analysis, this part points out that the effectiveimplementation of SDP curriculum ifrst requires teachers to have broadknowledge base, good teaching monitoring ability and higher teaching efficacy.Secondly, students are required to have a certain ability of processing information,questioning, exchanges and cooperation. Finally, it also needs the support ofappropriate teaching environment, including democratic classroom atmosphere,modern teaching media as well as the reasonable layout of the classroom.The forth part combines with case, the results of the interview andobservation conclusion, points out the existing problems in the implementation ofSDP, including the degree that students’ participation into the class is not high,student’s identity sense of part problems is not high, teachers’ guidance is not inplace，and students lack of the skills to discuss.Combining with the effective method of implementation of SDP, the fifthpart puts forward countermeasures and suggestions to resolve the problems whichexist in SDP on the basis of the fifth part. It is including: stimulates intrinsicinterest through transforming students’ ideas, reduces barriers of curriculumimplementation through the integration of SDP and the school curriculum, so asto stimulate the students’ learning motivation. Selects the questions which arecontroversial, meeting the needs of the students, and ill-structured. Through theapplication of arraignment strategy (grasp the difficulty of the questions, providethe necessary wait time, ensure the equal chance to answer) and visual supportstrategies (lfow chart, network diagram demonstrated on the whiteboard) toimproves the teachers’ guidance. Through the training of good cooperationbehaviors (listening, expression, support to partner) and the application of discusscooperation strategy (talk card strategy, decision method by using list) to improvestudents’ ability to cooperate.