The Implement Study Of Problem-Based Learning In Professional English In Psychology Specialty

The ability of professional English has becoming a must quality for special filed people in higher education with the faster pace of global economic and frequent cross culture communication. The education minister’s newest reform of college entrance exam high light the practical usage of English which by the way precisely put forward to socialize the English college entrance exam, this measure not only stress the practical usage of English as a communication toll but also demand a higher level of practical ability. These measures in the new reform put forward a new target and demand for English education in higher education and especially professional English teaching and learning which mainly aimed at fore-land professional English comprehensive and translation ability.Professional English is an important talking tool for reading professional cutting-edge research findings in higher education, for a long time it continued using the teaching and learning methods in basic education stage in English education, which was by the way highly limited by learners listening、speaking、reading、writhing ability. And prolong influenced by this traditional force-feeding teaching method, the students English learning methods and strategy were relatively single, which were mainly memory learning in center of vocabulary and grammar, thus it was disconnected with other professional knowledge, which neglected connection and integration with other professional knowledge, and it influenced the build and constructive of the new knowledge, thus could meet the demand of professional knowledge for stored English knowledge. Then there comes the question how to strength the effective of professional English learning in order to promote the building and constructive of new knowledge and meanwhile improve students’ practical ability is a core problem that the higher education professional English learning must solve.Based on constructive learning and teaching theory problem based learning tries to accomplish four tasks by create a ill-structure problem to finally establish new knowledge system and way of learning, the four tasks are accomplish the integration of experienced things、connect the old knowledge and new knowledge、build the new knowledge and expand the new knowledge. For its ability to create students’ constructive ability it has been widely used in English teaching in western countries and was highly valued by language teaching works for it cultivate student’s self learning and actual problem solving skills effectively. And corresponding research results and practical experience were also showed in professional course in our higher education institution.Through this research four procedures were taken which were "problem-self learning-group learning-evaluation "to carry out four steps namely integrate the base of English knowledge students already have, improve the connection of old knowledge and new knowledge, effectively combine professional English knowledge with professional learning and expand new knowledge to make the improvement of English learning strategy as an example in problem based learning, these are aimed at improving the build and constructive ability of professional English knowledge and its practical value, so as to improve students’ English learning strategy and self-regulation ability, with all those to cultivate students’ constructive learning ability that is needed in knowledge transforming.The results are as follows:1、Problem-based learning promoted the combination of psychology major students’ English learning and professional learning to improve the learning effect;2、Problem-based learning had significant influence on variables in English Learning strategy like cognitive strategies, meta-cognitive strategy, compensation strategy and social strategy;3、problem based learning enhanced psychology major students’ understanding of English instrumental role, at the same time strengthened students’ professional knowledge learning outcome and broaden students’ ways of acquire knowledge, and gradually form their own language learning mechanism.