摘要
文章通过追溯项目教学法的发展起源和文献研究,分析了项目教学法的内涵,从项目教学法的理论依据和影响其应用的主客观因素,指出其应用的限制性,指出项目教学法实施过程在"准备、实施、总结"三阶段基础上可以不拘一格、呈现多样化,并对进一步推进项目教学法的理论研究与应用实践提出建议。
The paper analyzes the connotation of project-based teaching method by tracing back the development origin of project-based teaching method and literature research,and points out the limitation of its application from the theoretical basis of project-based teaching method and the subjective and objective factors influencing its application.It points out that on the basis of the three stages of"preparation,implementation and summary",the implementation process of project-based teaching method can not stick to a certain format,and can be diversified.Finally,some suggestions are put forward to promote the theoretical research and application of project-based teaching method.
作者
张维功
陈善友
Zhang Weigong;Chen Shanyou
出处
《科教文汇》
2020年第20期51-52,共2页
Journal of Science and Education
基金
湖北文理学院2019年教学研究项目《基于“知识讲授+项目研讨+成果展示”的思政课教学模式及其运行机制研究》(项目号:JY201912)研究成果。
关键词
项目教学法
内涵
适用性
实施过程
若干问题
project-based teaching method
connotation
applicability
implementation process
some problems
