Research On Problem-Oriented Teaching Design And Practice

Problem-oriented teaching can be divided into teachers’ problemoriented teaching and students’ problem-oriented teaching.At present,the research on teachers’ problem-oriented teaching is abundant,while the research on students’problem-oriented teaching is less.In the course of"History of Science and Technology Engineering",the teaching method of history,which mainly focuses on teaching historical facts,has been changed.and a new form of history teaching is adopted,that is,to stimulate learners’ curiosity about history,and to guide learners to constantly discover problems from historical reading and solve problems.Students are able to study history as a historical researcher or discoverer.This new form of history teaching is student problem-oriented teaching.This study summarizes the process of students’ problem-oriented teaching in the course of "History of Science and Technology Engineering",and analyzes the teaching effect.On this basis,this research proposes"students’ problem-oriented teaching aimed at question-generating ability cultivation(SPOT-QGC)".The main content of this study is listed as follows:1、According to the observation of the course,the process of the students’ problem-oriented teaching of the course "History of Science and Technology Engineering" is summarized.Specifically,the students’problem-oriented teaching of the "History of Science and Technology Engineering" course is elaborated from five aspects:learners’analysis,curriculum resource preparation,problem generation guidance,problem exploration,classroom discussion and evaluation.2、Using the data of use of course resources,the data collected from questionnaires and interviews,and the data of students’ homework,this study analyzes the effect of students’ problem-oriented teaching in the course of "History of Science and Technology Engineering".Data analysis shows that students are generally satisfied with the "History of Science and Technology Engineering" course.Their ability to generate questions is good.At the same time,it is found that the students’ problem-oriented teaching in the "History of Science and Technology Engineering" course has problems such as low utilization of teaching resources and insufficient inquiry and discussion.In response to the above problems,corresponding improvement measures are proposed.3、According to the students’ problem-oriented teaching practice and the analysis of teaching effect in the course of "History of Science and Technology Engineering",and combined with the relevant theoretical basis," QGC-POT " is put forward.Its teaching principles and teaching processes are abstracted.At the same time,it compares and analyzes the similarities and differences between " QGC-POT ",teachers’ problemoriented teaching and other students’ problem-oriented teaching.