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An Empirical Study of PBL in a Blended Learning Environment for Promoting Deep Learning

机译：混合学习环境中促进深度学习的PBL实证研究

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摘要

According to the literature review, the study proposes a PBL curriculum design framework in blended learning for promoting deep learning, including reality-based project theme, open and inclusive inquiry activities, rich and varied learning resources, cross-cycle learning steps, and timely reflection. And the study design the PBL curriculum based on the Education Science Press of the elementary school science "Sound" module in China. There are 22 participants in the study and it is carried for four-month to test the validity and deficiencies of the framework. Questionnaires, and group works were used to evaluate the learning outcome, and the study show that students can enter deep learning through PBL, and they also gained significant scientific knowledge. From the participants' feedback, some need to be improved in future, such as teacher's evaluation for students' performance and the good use of Internet.
机译：根据文献综述，该研究提出了一种用于混合学习的PBL课程设计框架，以促进深度学习，包括基于现实的项目主题，开放和包容的探究活动，丰富多样的学习资源，跨周期学习步骤以及及时反思。并根据中国小学科学“声”模块的教育科学出版社设计了PBL课程。该研究有22名参与者，进行了四个月的测试，以检验该框架的有效性和不足之处。通过问卷调查和小组合作来评估学习成果，研究表明学生可以通过PBL进入深度学习，他们还获得了重要的科学知识。从参与者的反馈中，将来需要改进一些内容，例如教师对学生表现的评估以及互联网的良好使用。

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