PAGE1AStudyontheFeedbackofProblem-basedLearning(PBL)inCollegeEnglishReadingClassAStudyontheFeedbackofProblem-basedLearning(PBL)inCollegeEnglishReadingClass基于問(wèn)題導(dǎo)向教學(xué)模式的大學(xué)英語(yǔ)閱讀課堂反饋研究PAGE27AbstractWiththecontinuousdevelopmentoftheinformationageandthetrendofglobalization,profoundchangeshavetakenplaceinpeople'slearningmethods.Thecultivationofnewtalentswithinnovativespirit,practicalabilityandlifelonglearningabilityhasbecometheorientationoftalentcultivationmethodsincollegesanduniversities.Inforeignlanguageteaching,thecultivationofreadingabilityisusuallythemostimportantofallkindsofskills,especiallyinCollegeEnglishteachingInCollegeEnglishreading,traditionalteachingmethodsstilloccupythevastmajorityoftheclassroom,whichoftenleadstopoorteachingeffect,lowcomprehensiveabilityoflearners,problem-basedlearning,orPBLforshort,hasbeenwidelyusedinthefieldofmedicineandeducationinrecentyears,whichisalearnercenteredteachingmethodItisacreativeteachingmethodtohelplearnersdevelopproblem-solvingskillsandlearninggroups.TherearemoreandmoretheoreticalresearchesonPBLathomeandabroad,buttheapplicationofPBLinCollegeEnglishreadingteachingisrare.ThispaperfocusesonPBLteachingmethod,designsaquestionnairesurvey,andselects100studentsfromcollegestudentsofdifferentmajorsparticipatedinthesurvey.Thedatacollectedinthestudywereanalyzedbyquestionnairestarstoshowmorereliableresults.Bydoingso,weaimtoexploreamoreeffectiveteachingmethodofcollegeEnglishreading.Ithasbeenprovedthatthismethodhasapositiveeffectonthecultivationandimprovementofstudents'readingskillsandreadingcomprehensionability,ontheimprovementofstudents'culturalcognitiveability,onthecultivationofstudents'autonomouslearningability,oncreativethinkingability,peercooperation,etc.,whichprovidesabasisforCollegeEnglishreadingteachingHowever,therearemanydefectionsinthisstudy,suchas,lackofexperiment,thesamplesizeisnotlargeandsoon.Wesincerelyhopethatthisstudycanplayacatalyticroleinattractingmorescholarsandteacherstoconductmorein-depthresearchandresearch.Keywords:Problem-basedLearning；CollegeEnglish；ReadingTeaching摘要隨著信息時(shí)代和全球化趨勢(shì)的不斷發(fā)展，人的學(xué)習(xí)方式發(fā)生了深刻的變化，培養(yǎng)具有創(chuàng)新精神、實(shí)踐能力和終身學(xué)習(xí)能力的新型人才已成為高校人才培養(yǎng)方法的重新定位在外語(yǔ)教學(xué)中，閱讀能力的培養(yǎng)通常是各種技能中的重中之重，尤其是在大學(xué)英語(yǔ)教學(xué)中，在今天的大學(xué)英語(yǔ)閱讀中，傳統(tǒng)的教學(xué)方法仍然占據(jù)著絕大多數(shù)的課堂，這往往導(dǎo)致教學(xué)效果不佳，學(xué)習(xí)者的綜合能力低下，基于問(wèn)題的學(xué)習(xí)，簡(jiǎn)稱PBL，近年來(lái)在醫(yī)學(xué)領(lǐng)域得到了廣泛的應(yīng)用，在教育領(lǐng)域得到了廣泛的應(yīng)用，是一種以學(xué)習(xí)者為中心的教學(xué)方法，通過(guò)與學(xué)生共同進(jìn)行問(wèn)題解決活動(dòng)，幫助學(xué)習(xí)者發(fā)展問(wèn)題解決技能學(xué)習(xí)型群體，是適應(yīng)當(dāng)前人才培養(yǎng)要求的一種創(chuàng)造性教學(xué)方法，國(guó)內(nèi)外關(guān)于PBL的理論研究越來(lái)越多，但PBL在大學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用還不多見(jiàn)，本文以PBL教學(xué)法為中心，設(shè)計(jì)了問(wèn)卷調(diào)查，并選取了100位來(lái)自不同專業(yè)的大學(xué)生參加這次調(diào)研。研究中收集的數(shù)據(jù)通過(guò)問(wèn)卷星進(jìn)行數(shù)據(jù)分析，以呈現(xiàn)更可靠的結(jié)果。通過(guò)這樣做，我們旨在探索一種更有效的大學(xué)英語(yǔ)閱讀教學(xué)方法，實(shí)踐證明，該方法對(duì)培養(yǎng)和提高學(xué)生的閱讀技能和閱讀理解能力，提高學(xué)生的文化認(rèn)知能力，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力具有積極的作用，創(chuàng)造性思維能力、同伴協(xié)作等，為高校英語(yǔ)閱讀教學(xué)提供了理論和實(shí)踐參考，但本研究存在諸多不足，我們衷心希望本研究能起到催化劑的作用，吸引更多的學(xué)者和教師進(jìn)行更深入的研究和研究。關(guān)鍵詞：基于問(wèn)題的學(xué)習(xí)；大學(xué)英語(yǔ)；閱讀教學(xué)

Contents1.Introduction 61.1KnowledgeoftheThesis 錯(cuò)誤!未定義書(shū)簽。1.2purposeandsignificanceofthestudy 71.3theStructureoftheStudy 82ResearchstatusandtheoreticalbasisofPBL 92.1DefinitionofRelatedConception 92.2TheoreticalFoundationofPBL 112.3LiteratureReviewoftheStudyofPBL 133Methodology 163.1HypothesisandResearchQuestions 163.2ResearchSubjects 163.3ResearchInstruments 163.4ResearchMethods 174DataAnalysisandDiscussion 174.1DataAnalysisandDiscussionofQuestionnaires 184.2summary 錯(cuò)誤!未定義書(shū)簽。5Conclusion 205.1Majorfindings 205.2LimitationoftheStudy 235.3RecommendationsforFutureResearch 23Acknowledgements 25References 26

1.Introduction1.1KnowledgeoftheThesisWiththeadventofthedigitalera,greatchangeshavetakenplaceinourlives.Ifwedon'ttakecorrespondingmeasures,anypersonoranyclassinoursocietywillbeexcludedfromthisdevelopmenttrend,especiallycollegesanduniversities,whicharethesourceofourtalents.Asweallknow,Englishisthemostwidelyusedlanguageintheworld,so,itcanusedasabridgetoconnectinternationaltrade,technologyexchangeandeducationalresources[1].TheemploymentandfurthereducationoflearnersalsodependontheirmasteryofEnglish.Nowadays,inmoreandmoresocialenvironments,productiveandeducatedcitizensmusthavestrongerliteracy.Similarly,theeraofscienceandtechnologyalsoputsforwardhigherrequirementsforpeople'sreadingability.Manypeoplewhousemultiplelanguagesneedtobeproficientinreadingthesecondlanguagetoachievetheirpersonal,professionalandprofessionalgoals.Ithasbeenprovedthatlistening,speaking,readingandwritingarethefourmostimportantbasiclanguagelearningskills.Amongthesefourskills,"reading"isthemostbasicandimportantone.[2]Atpresent,readingcomprehensionisthekeyanddifficultpointofCollegeEnglishteaching.Wemainlymeasurethelearners'Englishabilitythroughexaminations,includingreadingcomprehensionability.Thereadingabilitywillaffectthelearners'academicperformance.Alargenumberofteachersstillfollowthetraditionalteachingmethods,andtherearemanyshortcomings,suchas:theclassroomatmosphereisdull,teachersbecomethecenteroftheclassroom,andlearnerspassivelyacceptknowledgeandarenotinterestedinlearningEnglish;theteachingmethodmainlyadoptsthetraditionalgrammartranslationmethod;traditionalteachingmethodpaystoomuchattentiontolanguagepointsandgrammarteaching;intheprocessoflearning,thisteachingmethodrestrainsthelearners'personalityandindividualconsciousness,andaffectsthelearners'languageapplicationability,cooperativelearningabilityandsocialpracticeability.ThemainpurposeofCollegeEnglisheducationistoenablelearnerstouseEnglishmorecomprehensively[3].Becauseinthefuturelearning,workingenvironmentandvarioussocialcontactsoflearners,thelearnerswithpoorEnglishlevelareactuallymute.Atthesametime,theirindependentlearningabilityandculturalawarenesslevelarethekeytomeettheneedsofChina'ssocialdevelopmentandinternationalcommunicationTherearetwothingsthatcanbesummeduprarely:"usingEnglishinanall-roundway"and"learningindependently",whichmeansthatwecan'tneglecttocultivatelearners'comprehensiveandautonomouslearningability.Inrecentyears,autonomouslearningandcooperativelearninghavebecomethefocusofCollegeEnglisheducation[4].Undersuchnewcircumstances,teachersshouldpayattentiontoprovideagoodandrichlanguageenvironment.Onlyinthiswaycanlearnerstakeahigherlevelinlanguageknowledge,languageability,culturalawarenessandlearningstrategies.Therefore,itisnecessarytoexploreamoresuitableteachingmethodforcollegeEnglishteachingreadingclass,whichcanimproveteachingqualityandpromotethedevelopmentoflearners.PBL（Problem-basedLearning)teachingmethodisaneffectiveteachingmethod,whichcancreatetheconditionstoputforwardproblems,letlearnersexploretheirowninterests,andfinallysolveproblems.Humanities,scienceandotherdisciplinesasteachingcontent,learnerscanactivelyconstructknowledgeintheprocessofindependentlearningandcooperativelearning,andtheapplicationofPBLteachingmethodenableslearnerstoacquirelanguageknowledgeinthemeaningfullearningprocess.FurtherimprovingtheconceptoflanguageskillseducationconformstotherequirementsofcollegeEnglisheducationandmeetstheexpectationsofstudents[5].ThestudyofPBLinCollegeEnglishteachingisstillahotresearchiteminChina,especiallyinEnglishreading.ItwasnotuntilafewyearsagothatPBLbegantobeusedinEnglishteaching.WiththeperfectapplicationofPBLinmedicalcolleges,PBLurgentlyneedstobetestedinotherteachingfields.Therefore,wecarryoutthisstudy,hopingtoprovideanewwayfortheimprovementofCollegeEnglishreadingtrainingfromthisperspective,wecanlaythefoundationforfutureresearchinthisarea.1.2purposeandsignificanceofthestudyPBLteachingmethodisakindofteachingmethodthatputsstudentsintherealproblemsituation,takesstudentsasthemainbody,whichallowsstudentsdiscussesandsolvesproblemsthroughgroupcooperation,andfinallylearnsknowledgeanddevelopsstudents'independentlearningability.Theteachingprocesswithcompactlinksisinlinewithstudents'cognitivelevel.Thepurposeofthisstudyistostimulatelearners’interestsinEnglishreading;tofosteractiveandcriticalthinkingthroughthefeedbackofstudentswhohavebeenaccesstoPBL.ItishopedthatthisstudywillbeconducivetobothteachingandlearninginEnglishreading．Intheory,thesuccessfulimplementationofthisstudywillprovidemorechoicesforEnglishteachers.Inpractice,firstofall,theeffectiveapplicationofPBLinCollegeEnglishreadingteachingwilleliminatesomeoldandinefficientteachingstrategiesandmethods,suchassometeachersteachknowledgeblindly,butignoretoteachstudentstolearnindependentlyandopenanewwindow;secondly,thisstudycanprovidesomeenlightenmentforCollegeEnglishteachersinCollegeEnglishreadingteaching,andthisstudyprovidesmorereferenceforrelatedresearchThepurposeoftheexperimentistofindouttheeffectivenessofPBLinCollegeEnglishreadingteaching.Thepurposeofthisstudyistostimulatelearners'interestinEnglishreadinginamoreeffectiveway,andpromotethisinteresttooneAhigherlevel,bothinternalandexternal.Moreimportantly,withtheapplicationofPBLteachingmethod,itispossibleforlearnerstohavemoreinitiativeincultivatingteamspiritandleadershipspirit.Inaddition,teachersarefullycapableofevaluatingandevaluatinglearners'performance.Onthewhole,thisstudycanpromotetheprogressofCollegeEnglishreadingteaching,whichisourboldattempttoestimatethelearners'performanceinthetestclassTherewillbesignificantprogressinreadingcomprehensionandlearningability.1.3theStructureoftheStudyThethesisisintendedtocarryoutastudyonthefeedbackofPBLincollegeEnglishreadingteaching．Thewholethesisconsistsoffiveparts:Introduction,TheoreticalFoundationandLiteratureReview,Methodology,DataAnalysisandDiscussion,andConclusion．ChapterOneintroducesstate.Thisportionincludesthebackground,purposeandsignificanceofthestudyaswellasthestructureofthestudy.ChapterTwointroducesresearchstatusandtheoreticalbasisofPBL.Itdiscussesthedefinitionofrelatedconcepts,includingthedefinitionofPBL,andthefeaturesofPBL.Withthat,asolidtheoreticalfoundationisbuiltsoastoguidethefollowingresearches．ItalsogivesabriefreviewofthestudiesonPBLinEnglishteachingbothathomeandabroad．ChapterThreeintroducesthemethodologyofthestudy;thispartintroducesanddescribesquestions，subjects,instruments,methodsandproceduresoftheresearch.ChapterFourintroducescollection,analysisanddiscussionofdata.Inthischapter，datacollectionandanalysisthroughbothquantitativeandqualitativedesignwillbeusedtoconductexperimentsanddiscussresultsoftheexperimentindetail.ChapterFiveistheconclusion,whichresentsthemajorfindingsofthestudy,illustratesthepedagogicalimplicationsandsomelimitations,andsomesuggestionsareputforwardforfutureresearches.2ResearchstatusandtheoreticalbasisofPBLProblem-basedlearning(PBL)originatedinthe1960sandhasexperiencedcontinuousdevelopment[6].ItiswidelyusedinEnglishteaching.Throughreadingandsortingouttheliterature,theauthorwillelaboratedetaillyfromthedefinitionofPBL,thefeaturesofPBL,theoreticalfoundationandabriefreviewofthestudiesonPBLinEnglishteachingbothathomeandabroad．2.1DefinitionofRelatedConception2.1.1DefinitionofPBLPBL(Problem-basedlearning)isasetofteachingmethodsfordesigninglearningsituations.PBLisateachingmethoddevelopedonthebasisofcriticizingthetraditionaleducationwhichtakesteachersasthemainbody,staticandpassiveacceptanceofknowledgeeducation[7].PBLisanopenanddynamicteachingmethodwithstudentsasthemainbodyandalearningmethod.Basedontheprojectsorproblemsinreallifescenes,studentstryandcorrecttheirowndesignschemes,completeaseriesoftasks,andfinallyachieveacertaingoalorsolveacertainproblemtoformtheirownworks.Inthisprocess,youneedtoprepareyourowndesignplan,collectrelevantmaterials,learnsomeskills,suchascutting,programming,etc.,whicharetheknowledgeandskillsyoucanacquireintheprocessofcompletingthisproject.Inthewholeprocess,studentsaretheleaders,deeplyinvolvedinit,fullofpassion,learnedteamcooperation,teamcommunicationandself-management2.1.2FeaturesofPBLInshort,learnersandteachersacttogetherinthelearningprocesstoproduceresults.Whenassignedtodifferentgroups,learnersareforcedtoworktogethertoexploreBknowledgeandtrytosolveproblems.Ontheotherhand,teachersactasmentors,mentors,andevencorrectors,unlessseriousmistakesoccur.Thismeansthatteachersshoulddesigneffectivescaffolding[8]orguidelearnerstousetheirknowledgeandpotentialtocarryoutproblem-solvingactivitiesinanypossibleway.Moreover,thesuccessofteachingandlearninggoesfarbeyondknowledgeacquisition.Thisisabouttheoveralldevelopmentoflearners'theoreticalandpracticalabilities.TheseillustrationofthecharacteristicsofPBLcouldbeconcludedasfollows．1.Focusingonreallife.Thelearningmaterialsofproblem-basedlearningareinlife,soproblem-basedlearningiscloselyrelatedtoreallife.Bylearningthesematerials,studentscanbettersolvemanyproblemsinreallife.Whenstudentsdeeplyrealizethatthesematerialshaveanimpactontheirlives,theywillworkhardtolearnpracticalknowledge.2.Letingstudentsbecomeautonomouslearners.Withtheincreaseofknowledgeandthespeedoftechnologicalchange,itisimpossibleforstudentstoabsorballknowledge.Schoolsshouldteachstudentshowtolearn,notjustknowledgeitself.Bysolvingproblemsinproblem-basedlearning,teacherscandevelopthisskillbetterthantraditionalteachingmethods.Becauseafterthequestionisputforward,everythingelseisdecidedbythestudentsthemselves.Students'learningisnolongerpassive,butindependent.Autonomouslearningismanifestedas:learningbasedonself-awarenessdevelopment;thinkingbasedonstudents'internallearningmotivation;learningbasedonstudents'masteryofcertainlearningstrategies;learningbasedonthewilltoworkhard.Whenstudentsfinishthequestions,theybecomeindependentintheprocessoflearningandthinking.3.Realizingcooperativelearning.Inproblem-basedlearning,asstudentsfacemorecomplexproblemsthanbooks,studentsneedtostudyingroups,solveproblemstogether,andformafriendlycooperativerelationship.Incooperativelearning,duetotheactiveparticipationoflearners,studentscannotonlyactivatetheexistingknowledgeintheprocessofdiscussingproblems,butalsomaketheirthinkingprocessreflectedandcontributed,what'smore,letstudentsbecomeapersonwhoiswillingtocooperateandstarttocooperatewithothers.4.Payingattentiontothequalityandeffectoflearning.Theeffectofproblem-basedlearningonimprovingtheamountofknowledgeacquiredbystudentsisnotsignificant.Butforstudents,problemteachingismoremeaningfulthantraditionalteaching.Itrequiresstudentstogetalotofinformationandthenmakedecisionsbasedontheirownresearch.Thisprocessenablesstudentstodevelophighercognitiveability,useknowledgetosolveproblems,creativethinkingabilityandlearningability.Problemlearningisundoubtedlyaneffectivewaytoimprovethequalityofteaching,becauseteachingisnottheresultofteachingstudentsknowledge,teachingismoreimportantistheprocessofknowledgeconstruction.2.2TheoreticalFoundationofPBL2.2.1ConstructivistLearningTheoryProblemlearningisakindofteachingmodewhichaccordswiththelearningtheoryandteachingprincipleofconstructivism.Constructivismemphasizesthatlearningisaprocessinwhichlearnersconstructknowledgeactively.Basedontheirownexperiencebackground,learnersacceptexternalinformationindependently,buttheychoose,processandprocessexternalinformationactively,andfinallyconstructthemeaningofcurrentthings.Fromtheperspectiveoftheinternalprocessoflearning,constructivismrequireslearnerstohaveadvancedthinkingactivities,andlearnersmustconstantlythink,constantlyprocessandtransformvariousinformationandconcepts.Learnersshouldintegrateandgeneralizeonthebasisoftheiroriginalexperience,explainrelevantphenomena,andformnewhypothesesandinferences.Thisisnotinaccordancewiththetraditionalteachingmethodwhichrequiresstudentstomemorizeallkindsoffactualinformationandconcepts,principles,memories,retellingandsimpleapplication.Constructivistlearningpaysmoreattentiontostudents'activelearningandmeaningconstruction.Fromthepointofviewofconstructivism,problem-basedlearningbelongstothecategoryofconstructivismlearning,andtherealworldisrepresentedbyproblems.Otherscholarsdefinetheconceptfromtheperspectiveofteachingstrategies.Onthebasisofpreviousstudies,theproblem-basedlearningmodelproposedinthispapercanbeunderstoodasanewteachingmodelthattakesstudentsasthecenter,teachersastheguide,andstudiesbysolvingproblems[9].2.2.2CooperativelearningtheoryResearchersgenerallybelievethatcooperativelearningisthesummaryofaseriesofmethodsbasedonstudentsasthemainbody,aimingtopromotestudentstocooperatewitheachotherinheterogeneousgroups,achievecommongoalsandorganizeandpromoteclassroomteaching.Forstudents,intheprocessofcooperativelearning,studentscangainmore,notonlybroadentheirknowledge,butalsoimprovetheirability.Atthesametime,itcanalsocultivatestudents'senseofcompetition,expandtheirthinking,cultivatetheirsenseofinnovation,andimprovetheircomprehensivequality.Inthisprocess,studentstaketheinitiativetoparticipate,sothattheautonomyandindependenceofstudentshavebeendeveloped,providingstudentswiththeopportunitytoexercise,andpromotingtheoveralldevelopmentofstudents.Inconclusion,cooperativelearninghasfivebasicelementsincommon:first,positiveinterdependence,mutualtrustamongteammembers;second,face-to-faceinteraction,toensurethatteammemberscancommunicatedirectly;third,individualresponsibility,membersperformtheirownduties,Doagoodjobintheirownwork;fourth,cooperationskills,mutualassistancebetweenteammembers;fifth,collectiveself-processing,teammemberstotakeself-examinationandotherwaystochecktheprogressoflearningtasksandmakesuggestions.InPBLteaching,cooperativelearningisthekeystep.Suchcooperativelearningcanimprovestudents'cooperativeconsciousnessandthinkingability.Teachersshouldnotonlyencouragestudentstocommunicatewitheachother,butalsohelpstudentstodeveloptheirindependentlearningabilityasafacilitator.InPBLteaching,studentscansolveproblemsthroughgroupcooperation.Inthisprocess,studentscandeveloptheirabilityofcommunicationandcoordination.Atthesametime,whenstudentscooperateingroups,teachersshouldnotonlyencouragestudentstocommunicateandcooperatewitheachother,butalsomonitorcooperativelearningatanytimeandgiveappropriateguidance.Therefore,cooperativelearningtheoryprovidesastrongtheoreticalsupportforPBLteachingmethod[10].2.2.3Learner-OrientedLearningPBLisalearnercenteredorlearnercenteredapproach,whichmeansthatlearners'initiativeisthewholecontentofthisapproach.Learnersarerequiredand,toacertainextent,forcedtotaketheinitiative.Inthisprocess,theyanalyzethegivenproblems,findthem,makeuseofrelevantresources,andintegratethemintoacommonpurpose,sothatlearners'knowledgeoftheproblemsisfullyactivated,theyarefullyawareofwhattheydon'tknow,andtrytofillintheblanks.Inthisway,learnersarenottheaudienceintheteachingactivities,butthecenterofthewholelearningactivities.Inextremecompetition,theydon'tevenhavetimetorest,whichisobviouslydifferent.Comparedwiththetraditionalclassroom,PBLteachersarepassivemembers,buttheyhaveapositivemission.Whenthesituationgetsworse,theyshouldalwaysbevigilant,giveanyguidanceandinstructions,andtheirpresenceisconducivetothesmoothprogressofthewholeprocess[11].2.3LiteratureReviewoftheStudyofPBL2.3.1StudiesAbroadPBL,asalearnercenteredautonomouslearningmethod,hasbeenimplementedinmedicaleducationfor40yearssinceitsbirthin1960s.Ithasbeenadoptedbyhundredsofschoolsaroundtheworld,butithasbeenextendedtodifferentbranchesofhumanknowledge,includingeducation,business,architecture,legaleducation,engineering,sociology,etc.VernonDT.BlakeRL.BerksonL.andAlbaneseMA,MitchellS.findsthattherearealargenumberofworksonPBLpublishedabroad.TheresultsshowthatsomecommentsattempttoprovideevidencethatPBLismoreeffectivethanothereducationstrategiesintermsofconditionsandbackgrounds.Threeofthefivereviewswerepublishedinthesamejournal[12-15].Thesethreereviewsincludeprimarystudiesofdifferentdesignandquality,andtheabovethreestudieshavereacheddifferentconclusions.SeveralstudieshaveshownthatPBLisgoodforlearningprocessskills.Thegraduatesofproblem-basedmedicalcollegehavebetterinterpersonalskillsandhaveapositiveimpactontheinteractionwithpatients.HughA.Gemmellconcludedthatproblem-basedlearningnotonlyaffectsgraduates'interpersonalskills,butalsoseemstoaffectcognitiveskillsandmoregeneraljob-relatedskills,whichareveryimportantforthesuccessofprofessionalpractice[16].SternP.foundthatresearchshowsthatPBLcanpromotedeeperunderstandingofcontentandfeedbackofacquiredknowledge.Itcancultivateself-directedlearningskills,andprovideapleasantandstimulatinglearningenvironmentforlearnersandteachers[17].Fromthefieldofmedicinetothefieldofeducation,PBLhasgraduallybeenappliedtolanguageeducation,thatis,Englishteaching.PBLhasbecomeapopularteachingmethodintheworld.WiththecontinuousdevelopmentandimprovementofPBL,expertsfromdifferentfieldscometogethertodiscussitsadvantagesanddisadvantages,makingitamorepowerfulteachingmethodtoguidemorefields.PBLisalsospreadingtothenon-professionalfieldofhighereducation2.3.2StudiesatHomeYouyanChensaidthatthefocusonPBLinChinabeganinthelate1980s,andPBLmodelwasfirstintroducedbyscholarsineducation.Theconnotationandrelatedresearchofproblem-basedlearningshowthatithasthepotentialguidancetocultivatetheabilityofautonomouslearning.Problemteachingmethodisastudent-centeredteachingmethod,whichaimstostimulatestudents'thinkingability.Theproblemisthatteachingmethodhasagreathelptocompletelychangeteachers'indoctrinatedteachingandstudents'passivestate,makingstudentslearnvividly,activelyandeffectively,anditchangespassivelisteningintoactivelearning.Throughdiscussion,debate,mutualinspiration,correctionanddeepeningofproblems,students'interestinlearning,enthusiasmtoparticipateinlearningandabilitytosolveproblemsindependentlycanbegreatlyimproved.Inshort,problem-basedlearningisaneffectivewaytocultivatestudents'autonomouslearningability[18]ZhuolinMi,DaqingZhangandJingjingSustatedthatasaninnovativeteachingconcept,PBLhasobviousadvantagesanddisadvantagesinhalfacentury'spractice.TheadvantageofPBListhatthelearningmodeismorenatural,andstudentscanconsultmaterialsandpreviewindependentlybeforeclass,whichmakeslearningmoreefficient.InPBL,therearenosuchbadbehaviorsasskippingclassesandrecitingbeforeexamsinthetraditionalclassroom.Studentsstudyforlearning,notforexams.Studentsandteachersaremoreequal,andenoughcommunicationanddiscussionalsoshortenthedistancebetweenstudentsandteachers.Studentslearnthebasicknowledgebyexploringtherealcases,whichismorehandyinclinicalpractice.Atthesametime,comparedwiththetraditionalteachingmethods,PBLiseasiertochangethestereotypeofstudentsbeforelearningandmakestudentsacceptnewknowledgemoreeasily.ThedisadvantagesofPBLareobvious.Thetraditionalteachingsystemhasbeenbrokenup.PBLstillneedsalotoftimeandresearchtoimprovetheeducationsystem.PBLneedsalotofteacherresourcesandhashigherandmorecomprehensiverequirementsforteachers.Inaddition,duetothedifferentabilitiesandstylesofteachers,theteachingqualityofeachlearninggroupisuneven.Therefore,schoolsstillneedtotreatPBLprudentlyandapplyitaccordingtotheactualsituationofschoolsanddisciplines[19].LiZhangconcludedthatalargenumberoftheoreticalandempiricalstudieshaveprovedthatthePBLteachingmodeinCollegeEnglishclassroomisfeasibleandeffective,butthedesignofeffectiveproblemsmustconformtotheteachinglaw,stepbystep,andberelatedtosocialhotspotsandstudents'lives,soastoensurethateverystudentcanparticipateinandsolveproblemsinthejointcooperation.Atthesametime,thedesignedproblemsneedtobesolvedOnlywithopennessandbadstructurecanwestimulatestudents'deepthinkingandputforwarddifferentsolutions.Thedesignofproblemsputsforwardhigherrequirementsforteachers.Teachersshouldkeepcharging,strengthentheirownabilitytoputforwardproblemsandsolveproblems,flexiblyuseonlyabilityandstrictlogicalthinkingability;andthroughcontinuouspractice,arousestudents'enthusiasmandcontroltherhythmoftheclassroom.[20]3MethodologyBasingonthetheoryofPBL,thischapterwillmainlyd