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首页> 外文期刊>Decision Sciences Journal of Innovative Education >A Guided Problem-Based Learning (PBL) Approach: Impact on Critical Thinking
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A Guided Problem-Based Learning (PBL) Approach: Impact on Critical Thinking

机译：引导式基于问题的学习（PBL）方法：对批判性思维的影响

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摘要

The impact of the Guided Problem Based Learning (Guided PBL) approach on Critical Thinking (CT) skills in a core business analysis course was examined. The implementation of this approach included using a textbook created for this purpose, which presents problems first, with blank spaces for students to work them out. Discussion of the concepts and theory needed to understand and solve the problems, as well as the solutions, come later in the book. This book is referred to as the Reversed Textbook. Students attempt to answer questions or solve problems in class with instructor guidance as needed, before discussion of theory. Student learning in sections taught prior to implementing the Guided PBL method was compared with student learning in sections taught with the method. Results indicate that the approach motivated learning and improved student performance on a departmental final exam by an average of 9%. When measured on CT questions alone, the improvement was on average 24%. Finally, the Guided PBL approach also improved group task performance by 6%. All the improvements were statistically significant.
机译：在核心业务分析课程中，研究了基于问题的指导学习（指导性PBL）方法对批判性思维（CT）技能的影响。该方法的实施包括使用为此目的而创建的教科书，该教科书首先提出问题，并留出空白供学生解决。本书稍后将讨论理解和解决问题所需的概念和理论，以及解决方案。这本书被称为反向教科书。在理论讨论之前，学生会根据需要在讲师的指导下回答问题或解决问题。将在实施“指导性PBL”方法之前所教的部分中的学生学习与该方法所教的部分中的学生学习进行了比较。结果表明，该方法可以激发学习并在部门最终考试中平均提高9％的学生表现。仅以CT问题衡量，平均改善率为24％。最后，引导式PBL方法还将小组任务的绩效提高了6％。所有改进在统计上都是显着的。

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