Research On The Construction And Application Of PBL Teacher Competence Model

In modern society,production activities exist in the form of project,and most people work in teams,so project management is everywhere.Project-Based Learning(PBL),as a constructivist and exploratory learning method,has been continuously injected with new vitality in the field of education.In China,PBL is one of the paths to deepen the reform of basic education curriculum teaching,and in recent years,it has also begun to rise to the national level policy documents,and has continuously led practice changes.High-quality learning projects can provide a deep learning experience and lay the foundation for individuals’ lifelong learning.Although PBL can bring significant learning benefits,teachers in primary and secondary schools across China still face many practical challenges in carrying out PBL.In order to successfully realize the educational value of PBL,the most urgent task is to develop a group of teachers who are competent in PBL teaching and learning.Based on this,this study aims to construct a PBL teacher competence model,and based on the connotation and application of the model,put forward the cultivation strategies of PBL teacher competences and the application suggestions of the model.This study can be divided into the following three questions:(1)What are the differences between teachers’ teaching and learning in PBL and traditional subject teaching?(2)What are the constituent elements of PBL teacher competence? What kind of structural model do they constitute?(3)How is the survey of the PBL teacher competence model as an evaluation tool? How should the model be applied in practice?Firstly,by using the method of literature analysis,relevant domestic and foreign works,papers,and cases related to PBL are collected.Then,from the theoretical perspective of "learning science",the differences and characteristics of PBL compared with traditional subject teaching are analyzed,and the role cognition of PBL teachers’ task requirements is analyzed.As a result,the four main roles of PBL teachers are summarized as project designer,project manager,learning facilitator,and action researcher.Secondly,based on the "overall competency model",the constituent elements of PBL teacher competency are analyzed by combining "top-down" practical situation analysis and "bottom-up" qualitative analysis.Then,the preliminary model is revised and the weight is determined through the Delphi method.After that,the evaluation scale of PBL teacher competency is compiled according to the model,and methods such as project analysis and exploratory factor analysis are used to verify the rationality of the model.Finally,the PBL teacher competence model is formed,which includes three competences(cognitive competence,professional competence,and social competence),five primary constituent elements(PBL knowledge foundation,project design competence,project management competence,learning facilitation competence,and teaching research competence),and 20 secondary constituent elements.Finally,according to the statistical analysis of the "PBL Teacher Competency Level Survey",it was found that the overall level of PBL teacher competence is competent but the development of each dimension is unbalanced,and there are differences in the level of PBL teacher competence at the regional,school and individual levels.Combining the interview text,this study further proposes the PBL teacher competence cultivation strategies:(1)give full play to the role of PBL teacher training,including regional teaching and research of PBL teachers in the form of PBL and school-based teaching and research of PBL iterated with project management ideas;(2)accelerate the construction of a collaborative community of practice between researchers and PBL teachers,that is,the need to provide organizational support and dynamic support for the collaborative community of practice.In addition,combined with the research process,this study also proposes the application suggestions of the PBL teacher competence model in teacher management and teacher development for frontline educational practitioners.