Problem-Based Learning In A Moral And Society Class

Through the experiment of the primary school moral learning and social problems, this article is mainly attempting to study how problems play a role in learning.The study first reviews the theory origin of problem oriented learning through literature analysis and then outlines the theoretical basis and analysis framework of this study from Socrates and Confucius’ heuristic method, Dewey problem solve five steps and problem-based learning (PBL). Next, the study conducts a problem-based learning experiment on "Supermarketing" in a class of Grade Three. Finally, based on the experiment, the study provides the description of the features, the modes and procedures of problem-based learning, and analyzes the guiding mechanism of problems.The study finds that problems in social inquiry and moral learning of the primary school students have the effect of "direction", showing learning orientation and drive. Real and positive problem can effectively stimulate and maintain students’learning motivation, and the solution of the problem as the ultimate goal of learning plays a role of direction.The study finds that the problem-chain made up of a series of problems about a central issue has the effect of guidance, providing the vertical and horizontal decomposition of the complicated problem. Meanwhile, the study distinguishes simple problems, borderline ones and interference ones.The study finds that problems have the effect of "methodology", that is, different learning methods are needed to solve problems of different types. Independent survey methods such as interviews, data collection, operating practice are applicable to solve difficult, individual-deep-thinking-consuming problems. Cooperative teaching, group discussion and role playing game method is suitable for huge and splittable decomposition problems. Collective debates and story-acting are applicable to the disputes by different experience and different positions.