problem-based中文是什么意思

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中文翻譯
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問(wèn)題為本

problem n. 1.問(wèn)題，課題；疑難問(wèn)題；令人困惑的情況。 2.【 ...
base adj. 1.賤的，劣的；卑下的，低級(jí)的；卑鄙的。 2. ...
computer-based problem solving 基于計(jì)算機(jī)的問(wèn)題求解
problem-based learning 問(wèn)題導(dǎo)向?qū)W習(xí); 問(wèn)題為本教學(xué)法; 向
a problem 一道題; 一個(gè)問(wèn)題
no problem 毫無(wú)問(wèn)題; 考試家族; 沒(méi)問(wèn)題; 無(wú)問(wèn)題
problem n. 1.問(wèn)題，課題；疑難問(wèn)題；令人困惑的情況。 2.【數(shù)、物】習(xí)題；作圖題。 3.(象棋的)布局問(wèn)題。 the problem of unemployment 失業(yè)問(wèn)題。 His whole conduct is a problem to me. 他的一切行為我都不理解。 adj. 1.成問(wèn)題的；難處理的。 2.關(guān)于社會(huì)問(wèn)題的。 a problem child 【心理學(xué)】問(wèn)題兒童；難管教的孩子。 a problem novel [play] (反映社會(huì)問(wèn)題等的)問(wèn)題小說(shuō)[戲劇]。 sleep on [upon, over] a problem 把問(wèn)題留到第二天解決。
the problem is 困難在於
based 基準(zhǔn); 立基于; 是過(guò)去分詞; 向基底的; 以...作基礎(chǔ),基于.; 以……作基礎(chǔ),基于……; 以…為基礎(chǔ)的
based on 此處; 基準(zhǔn)樣式; 以...為基礎(chǔ),根據(jù); 以…為基礎(chǔ)
be based on 根據(jù)……，基于……; 基于，根據(jù); 基于事實(shí)基礎(chǔ)上的; 建立在…基礎(chǔ)上; 建于…之上; 以為基礎(chǔ); 以為根據(jù); 以…為根據(jù)/基礎(chǔ); 以…為基礎(chǔ)
problem-assessment and problem-solving 問(wèn)題分析與決策
tip-in problem tip-in problem 猛踩油門問(wèn)題
ship-based carrier-based 艦基
a difficult problem 一道難題
a fiendish problem 極大的難題
a growing problem 越來(lái)越大的問(wèn)題
a ignment problem 分配問(wèn)題
a knotty problem 令人撓頭的事
a lication problem 應(yīng)用問(wèn)題
a maths problem 一道數(shù)學(xué)題
a perplexing problem 令人不解的問(wèn)題
a prime problem 真假擎天柱
a problem child 問(wèn)題少年
a problem in arithmetic 算術(shù)上的問(wèn)題; 一個(gè)數(shù)學(xué)問(wèn)題

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At present , independent compulsory problem - based learning curriculum is the highlight of china ' s basic educational reform . it theoretically derives from dewey ' s experience - based studies , bruner ' s discovery learning , and schwab ' s enquiry learning
目前，研究性學(xué)習(xí)課程(必修課)是我國(guó)基礎(chǔ)教育改革的一道亮點(diǎn)，它傳承于杜威所倡導(dǎo)的活動(dòng)?經(jīng)驗(yàn)課程，建構(gòu)在布魯納、施瓦布的結(jié)構(gòu)主義課程論基礎(chǔ)之上。
Starting with the problems faced with current quality - orientated education , the dissertation firstly discusses connotation of project - based learning : introducing the background of project - based learning being put forward , describing the conception and characteristic of project - based learning , analyzing the advantages and factors of project - based learning , illustrating the relationships between project - based learning and subject learning , inquiry learning , and problem - based learning , including the similarities and differences
論文從當(dāng)今素質(zhì)教育面臨的問(wèn)題入手，首先就項(xiàng)目學(xué)習(xí)的內(nèi)涵進(jìn)行了一定的探討：介紹了項(xiàng)目學(xué)習(xí)的產(chǎn)生背景；闡述了項(xiàng)目學(xué)習(xí)的概念、特點(diǎn)；分析了項(xiàng)目學(xué)習(xí)的優(yōu)勢(shì)及其構(gòu)成要素；說(shuō)明了項(xiàng)目學(xué)習(xí)與學(xué)科學(xué)習(xí)、研究性學(xué)習(xí)、問(wèn)題學(xué)習(xí)之間的相互關(guān)系，以及它們之間的相同點(diǎn)和不同之處。然后，論述了項(xiàng)目學(xué)習(xí)的理論基礎(chǔ)。
There are three sections in this paper , using the new instruction design theory to direct project - based learning instruction design , provide project - based learning instruction design module , and the analysis of each phase , put the new instruction design theory into the practice , also leave the project - based instruction design to a new level of systematic theory , the following content is the summary of each section . section one introduce the concept and the character of the project - based learning , including its development , the differences of the project - based learning and problem - based learning . section two summary the characters of the project - based learning instruction design , referring to the other instruction design module , such as constructivism instruction design module and smith - mogen instruction design module , get the project - based learning instruction design module , and give the illustration of each design phase
本文在充分理解研究性學(xué)習(xí)的基礎(chǔ)上，利用現(xiàn)代教學(xué)設(shè)計(jì)的理論對(duì)研究性學(xué)習(xí)的教學(xué)設(shè)計(jì)過(guò)程進(jìn)行了系統(tǒng)的歸納和總結(jié)，提出了研究性學(xué)習(xí)教學(xué)設(shè)計(jì)的過(guò)程模式，并且對(duì)教學(xué)設(shè)計(jì)過(guò)程模式的各個(gè)環(huán)節(jié)進(jìn)行了分析，使新的教學(xué)設(shè)計(jì)過(guò)程模式具有可操作性，使研究性學(xué)習(xí)的教學(xué)設(shè)計(jì)由感性的總結(jié)上升到理性的剖析，全文共分三部分，各部分內(nèi)容簡(jiǎn)介如下：第一部分主要介紹研究性學(xué)習(xí)的概念和特點(diǎn)，明確研究性學(xué)習(xí)的發(fā)展歷程，對(duì)研究性學(xué)習(xí)同基于問(wèn)題的學(xué)習(xí)等類似概念作了簡(jiǎn)單區(qū)分。
In this paper , i try to construct a new model of mcai , which the core was to create learning environment based on problem exploring , to create problem space , to present and find problem and to explore independently learning by means of researching anchored instruction , generative learning theory , problem - based learning , finding learning and multimedia computer and internet . the design on problem - based exploring mcai base on the newest research of learning theory , instruction design and development soft of cai
問(wèn)題探索型mcai以“探索性學(xué)習(xí)”為設(shè)計(jì)基礎(chǔ)，通過(guò)對(duì)建構(gòu)主義的“拋錨式”教學(xué)法、維特羅克的生成學(xué)習(xí)理論、布魯納的發(fā)現(xiàn)式學(xué)習(xí)和barrow的問(wèn)題式學(xué)習(xí)理論等的研究，借助于多媒體計(jì)算機(jī)網(wǎng)絡(luò)技術(shù)，力圖建構(gòu)以“創(chuàng)設(shè)問(wèn)題探索的學(xué)習(xí)環(huán)境、創(chuàng)建問(wèn)題空間、呈現(xiàn)或發(fā)現(xiàn)問(wèn)題、學(xué)生自主探索”為核心的新型mcai設(shè)計(jì)模式，通過(guò)增加cai課件開(kāi)發(fā)中的探索性學(xué)習(xí)成分來(lái)突破傳統(tǒng)cai設(shè)計(jì)的局限性。
I further put forward design principle and instructional design strategy according to instructional design thought based on exploring . finally , in order to make for add fuel to the fire on the devel opment of exploring learning and the design of exploring learning environment , the development and practice has been carried out in senior high school physics based on collision problem and i took an example to present the design and development process of problem - based exploring mcai
交互性的集成開(kāi)發(fā)框架，并以探索性教學(xué)設(shè)計(jì)思想為指導(dǎo)、提出問(wèn)題探索型mcai的設(shè)計(jì)原則、選題原則和教學(xué)設(shè)計(jì)策略，最后在全日制高級(jí)中學(xué)教科書(shū)（必修限選試驗(yàn)本）《物理》（第三冊(cè)）中選取“碰撞問(wèn)題”為研究選題，進(jìn)行了開(kāi)發(fā)實(shí)踐，以案例形式體現(xiàn)了問(wèn)題探索型mcai的設(shè)計(jì)和開(kāi)發(fā)過(guò)程，從而為探索性學(xué)習(xí)、探索型學(xué)習(xí)環(huán)境的設(shè)計(jì)與開(kāi)發(fā)起到推波助瀾的作用。
Problem - based learning ( pbl ) is such a method that uses problem - solving skills and helps students acquire necessary knowledge and critical thinking skills to solve actual problems . the characteristic and objective of pbl are according with goals of elementary educational reform and learning means which were advocated as collaborate learning , inquisitive learning and so on
基于問(wèn)題的學(xué)習(xí)( problem - basedlearning ，以下簡(jiǎn)稱pbl ) ，作為一種教學(xué)策略，其特點(diǎn)是以“解決問(wèn)題”為中心，目標(biāo)是讓學(xué)生在問(wèn)題解決的過(guò)程中培養(yǎng)學(xué)生知識(shí)獲取、解決問(wèn)題和自主協(xié)作等方面的能力。
Clinical case discussion is an important means in clinical medical teaching . problem - based teaching method used in the class of case discussion may gain good teaching effect by stirring up students ' subjective motility . during such classes , teachers should choose clinical case attentively , set up a series of problems with different intelligence ingeniously , arouse and guide students to look for questions initiatively and help students find correct solutions
臨床病例討論課是臨床醫(yī)學(xué)教學(xué)的重要方法之一,在臨床病例討論課中采用以問(wèn)題為導(dǎo)向的臨床教學(xué)方法,即教師精心挑選臨床實(shí)例,巧妙地設(shè)置一系列不同心智功能水平的問(wèn)題,啟發(fā)、引導(dǎo)學(xué)生主動(dòng)發(fā)現(xiàn)問(wèn)題,并幫助尋找正確的答案,從而極大地發(fā)揮了學(xué)生的主觀能動(dòng)性,取得了較為滿意的教學(xué)效果。
Now , the independent compulsory problem - based learning curriculum , however , has met some disadvantageous factors such as deviation of china ' s present educational value orientation challenge from students " psychological divergence , low teachers " adaptability , shortage in equipment and resources and finally , inappropriate operations in practice led by misunderstanding of some concepts of the curriculum so attentions should be paid to ( 1 ) reform to education should be carried out on the bases of the present china ' s educational value orientation , to meet the people ' s needs for the economical , scientific and cultural development
但是，當(dāng)前研究性學(xué)習(xí)課程(必修課)面臨著一系列的問(wèn)題，如教育價(jià)值取向的偏差、學(xué)生心理差異方面的挑戰(zhàn)、教師方面的不利因素、設(shè)備資源的短缺以及在實(shí)際操作中的有悖于研究性學(xué)習(xí)理念的現(xiàn)象。開(kāi)展研究性學(xué)習(xí)課程應(yīng)注意以下幾個(gè)問(wèn)題：立足于我國(guó)的經(jīng)濟(jì)、科技和文化發(fā)展現(xiàn)狀，提高思想認(rèn)識(shí)，圍繞著當(dāng)前中國(guó)的教育價(jià)值取向進(jìn)行教育改革，滿足廣大人民群眾對(duì)教育的需求。
The essay widely observes features and problems of the pursuit of our country ' s new curriculum integration , in comparison with integrated curriculum ' s development path and implementation ( experiment ) in america and japan . in comparison with special curriculum , it makes a mid - cosmic and microcosmic research on the integrated currivulum ' s teaching features . it has an initial try to build the model of teaching of the " problem - based learning "
本文通過(guò)與美國(guó)、日本的綜合課程的發(fā)展路徑與課程實(shí)施（實(shí)驗(yàn)）的比較，宏觀審視我國(guó)新一輪課程綜合化追求的特征及問(wèn)題；進(jìn)而通過(guò)與分科課程的比較，在中觀和微觀層面探析綜合課程的教學(xué)特征，初步嘗試構(gòu)建綜合課程的“基于問(wèn)題解決學(xué)習(xí)”的教學(xué)模式。

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