The Unification Of Research Learning Course

The new curriculum reform is a sustainable long-term work. After10years of exploration and practice, we need to review and reflect on it constantly. And we need to check whether the results have been achieved the expected goals. Problem-based learning curriculum which is a brand new curse becomes a light spot in the new curriculum reform. From the beginning of the implementation, it has attracted a lot of attention. Its type of learning is to solve problem, one of the goals of problem-based learning curriculum is to develop students’problem awareness. Therefore, the title of this thesis is that "Whether Problem-based Learning Curriculum is the Unity of the Knowing and Doing---Take the Problem Awareness as An Example".On the one hand, this study can help to develop students’ability to ask questions initiatively and to form a scientific way of thinking. It can also help students to change their learning style to improve their study and then to improve students’scientific literacy. On the other hand, this study can help teachers enrich their professional capacity by providing new ideas and guidance to cultivate students’problem awareness. And this study will improve the strategy to cultivate students’problem awareness and it will provide the relevant reference for the further study.This study was divided into five sections. First section was to clear research topic by reading a lot of the related sources including the books and the literature. And we introduced the status of oversea and domestic research. Second section was to observe implementation process of the problem-based learning curriculum in school. We gave the definition of some concepts. And we cleared what the problem-based learning curriculum was, in what position it lived in the course structure, and what kind of content and features it had. We argued the reasons why the problem-based learning curriculum was the effective way to cultivate student’s problem awareness from a theoretical aspect. In the third section, we analyzed topic selection stage. We found out the current situation of the student’s topics in this stage. It provided the foundation for the further research. In the forth section, we subverted the concept of problem awareness to work out questionnaire outline. We established surveying instrument based on the outline. We conducted a questionnaire survey to the students before and after they took the problem-based learning curriculum. Then we analyzed the results from the data. The last section, based on the results from the analysis, we provided reasonable strategies for developing the students’problem awareness combined with relevant theory.There are the conclusions of this study. In the topic selection stage, the work in the school has been normalization. The topics that students choose reflected the psychological characteristics of students. But the source of the topics was limit and research methods which students took were narrow. The problem-based learning curriculum is really the effective way to cultivate student’s problem awareness. Basically it is the unity of Knowledge and doing. But some aspects still were unsatisfactory. We need to improve them during the implementation process. Integrating theory with practice, the study also provided some suggestions based on the problem-based learning curriculum.