本文详细介绍了美国特拉华大学根植于“问题”的教学,即PBL(problem-based learning,PBL)教学。其PBL教学实践打破了程序化与分幕式的模式;PBL的问题设计注重社会真实性与复杂性;PBL教学过程强调学习者的态度、多学科融合的知识、解决问题的综合能力的多元教学目标。虽然PBL教学的具体实施形式各异,但是其核心要素始终围绕着现实的社会问题,重视学生的主动学习、小组合作学习与探究学习。在此基础上,以上海中医药大学医古文PBL教学改革为例,对我国中医院校教学改革提出建议:应当以多元化学习目标引导学生全面成长;对于学科内涵与教学目标的把握、“问题”设计的质量是PBL成功实施的关键;中医院校PBL教学改革的策略与方向不在于单纯的学科整合,而应当将学科内的PBL教学与相关学科整合的模块化PBL教学相结合,并使PBL教学的设计与实施呈现出分阶段、层级化的特征。

This thesis thoroughly introduces the method of PBL in University of Delaware. Its PBL has broken the procedural and separately displayed model. The design of PBL focuses on social reality and complexity and stresses learners' attitudes, integrity of multiple subjects, problem-solving ability and various teaching goals. Though there are various PBL presentations, the core of PBL teaching design lies in real social problems, learning initiative, group study and inquiring learning. On this basis, taking the PBL teaching mode in classic literature of Chinese medicine at Shanghai University of Traditional Chinese Medicine as an example, this paper puts forward some suggestions on the teaching reform of medicine colleges and universities in China: We can get some hints from its experiences.Teaching reform of Traditional Chinese Medicine(TCM) should guide students to develop in a comprehensive way and require teachers to enhance their academic ability from various aspects. Instead of combining different disciplines, the PBL reform of TCM should piece together PBL in one discipline with module PBL and make the design and implementation of PBL featured by different phases and levels.