PBL（project based learning）是一种以项目为课程中心、以知识和技能的应用为目的、在一定时间、空间内借助多种资源解决真实世界中一系列相互关联问题的探究型学习（教学）模式。这种学习方法注重三大真实要素，即以现实世界的“真实挑战”为起点，通过参与团队合作学习，达成“真实的社会化学习”过程，产出具有针对性的“真实解决方案”，最终收获知识、技能、素养的全面提升。PBL方法强调将学习与实践相结合，旨在培养学生的创新能力和问题解决能力，提升学生的综合素质和竞争力。在这种学习方式中，教师不再是知识的传授者，而是学生的指导者和引导者，激发学生的学习兴趣，帮助学生形成自主学习的能力和团队协作的精神。PBL不仅有助于学生的学术发展，还有助于提高学生的实际应用能力，更好地适应未来的职业发展。
PBL, or project-based learning, is an inquiry-based learning and teaching model that takes the project as the curriculum center and the application of knowledge and skills for the purpose of solving a series of interrelated problems in the real world with the help of multiple resources in a certain time and space. This learning method emphasizes three real elements, starting with the "real challenges" in the real world, achieving the process of "real social learning" through participating in teamwork learning, and producing targeted "real solutions" that ultimately result in comprehensive improvement in knowledge, skills, and literacy. PBL emphasizes the integration of learning with practice and aims to cultivate students' innovation and problem-solving abilities, improve their comprehensive qualities and competitiveness. In this learning approach, the teacher is no longer the knowledge transmitter but rather a guide and facilitator, inspiring students' learning interest, helping students develop self-directed learning abilities and team collaboration skills. PBL not only promotes students' academic development but also helps to enhance their practical application abilities, better adapting them to future career development.
PBL的历史
PBL项目式学习的概念可以追溯到20世纪60年代，当时它作为一种教学方法在医学院的教学中被广泛使用。之后，在20世纪90年代，美国的K-12教育领域开始采用PBL教学模式，以强调学生的自主学习和团队协作能力，提高学生的学术能力和实践能力。
The History of PBL
The concept of Project-Based Learning (PBL) can be traced back to the 1960s when it was widely used as a teaching method in medical schools. In the 1990s, the K-12 education field in the United States began to adopt the PBL teaching model to emphasize students' self-directed learning and teamwork abilities, and improve their academic and practical skills.
PBL的现状
目前，PBL项目式学习已经成为全球教育改革的热点话题。许多国家和地区的学校和教育机构都在尝试使用PBL教学模式，以提高学生的学习效果和素质。以下是一些国家和地区的PBL教育现状：
- 美国：美国是PBL项目式学习的发源地和主要应用地之一。许多美国的学校和教育机构都在尝试使用PBL教学模式，以强调学生的创新能力和实践能力，提高学生的综合素质。
- 芬兰：芬兰的教育系统一直被认为是全球最好的之一，而PBL教学模式是芬兰教育系统的重要组成部分。芬兰的教育机构不仅在课堂上使用PBL教学模式，还在实践中使用PBL教学模式，例如将学生放置在实际工作场景中，以帮助他们更好地理解和应用所学知识和技能。
- 中国：中国的教育系统一直在不断探索和改革，PBL教学模式也在中国的教育领域中受到越来越多的关注和应用。例如，北京师范大学未来教育学院成立了国际化教育教学创新平台，即项目式教学研究中心，致力于为我国打造基础教育“黄埔军校”，培养具有国际视野、跨学科思维和创新精神的“卓越教师”。
The current status of PBL
Project-based learning (PBL) has become a hot topic in global education reform, with many schools and educational institutions around the world attempting to use PBL teaching methods to improve student learning outcomes and overall quality. The following are some examples of the current status of PBL education in different countries and regions:
- United States: The United States is one of the birthplaces and main application areas of PBL. Many American schools and educational institutions are trying to use PBL teaching methods to emphasize student innovation and practical abilities, and to improve student comprehensive quality.
- Finland: Finland's education system has always been considered one of the best in the world, and PBL teaching methods are an important part of the Finnish education system. Finnish educational institutions not only use PBL teaching methods in the classroom, but also in practice, such as placing students in actual work scenarios to help them better understand and apply their knowledge and skills.
- China: China's education system has been continuously exploring and reforming, and PBL teaching methods have received more and more attention and application in the education field. For example, the International Education and Teaching Innovation Platform, namely the Project-based Teaching Research Center, was established by the Future Education Institute at Beijing Normal University. It is committed to building a "Huangpu Military Academy" for basic education in China, and cultivating "outstanding teachers" with international perspectives, interdisciplinary thinking, and innovative spirit.