Organizational Mode and Implementation Strategies of Results Display of Project-Based Learning to Promote Students to “Learn How to Think”
JI Shuang1, SHEN Jin2, LI Na3, PAN Cheng-Jing1, WEI Rui1**, CHEN Ying4
1. College of Chemistry,Beijing Normal University,Beijing 100875, China; 2. Faculty of Education,Beijing Normal University, Beijing 100875, China; 3. Beijing Zhongguancun Middle School,Beijing 100086, China; 4. Beijing Haidian Teachers Training College,Beijing 100195, China
Abstract Project-based learning(PBL) is a way of learning and teaching that promotes the integrated development of key competences. In the results display of PBL, there are problems that need to be solved urgently in both theory and practice. As a result, combining the characteristics of PBL, this paper explores the organizational mode and implementation strategies of the results display in order to promote students to “learn how to think”. In terms of the organizational mode, the core learning activities are designed in three\|stage: before, during and after the lesson, forming a “three-stage, nine-point” organizational mode. In terms of implementation strategies, the problem-solving framework is emphasized throughout the entire results display process; effective interactive paths and guidance suggestions are proposed to encourage in-depth interaction between teachers and students, students and students.
JI Shuang, SHEN Jin, LI Na, PAN Cheng-Jing, WEI Rui, CHEN Ying. Organizational Mode and Implementation Strategies of Results Display of Project-Based Learning to Promote Students to “Learn How to Think”[J]. Chinese Journal of Chemical Education, 2023, 44(7): 28-33.
