本文是一篇英语教学论文，本文以建构主义理论和合作学习理论为基础，对PBL在英语阅读教学中的应用进行了为期四个月的实验研究。同时，研究过程分为四个阶段，包括前问卷和前测试、英语阅读教学过程、后问卷和后测试与访谈。通过对问卷、测试和访谈的数据收集和分析，作者最终得出结论：PBL在英语阅读教学中的应用在一定程度上比传统的教学方法更具实践性，这可以从三个方面来解释。
Chapter One Introduction
1.1 Background of the Research
As the economic and cultural exchanges are increasingly close among countriesin the world, English, as one of the widely used languages, is a medium for people toexchange and communicate. As one of the four basic skills, English reading plays acrucial role in improving listening, speaking and writing skills and developing basiceducation. Not only can it enrich students’ language knowledge, but also broadenstudents’ cultural horizons. Thus, more attention and exploration should be given tothe study of English reading teaching. The New English Curriculum Standard forSenior High School (2017) provides more accurate and specific requirements forsenior high school English reading teaching, mainly involving the following aspects:Firstly, when teachers deal with the English reading text, they should createreasonable problem situations for students based on the corresponding theme context.In this way, students can deepen their understanding of reading text, learn toappreciate the text with teacher’s help, explore cultural connotations and express theirown opinion. Secondly, it emphasizes that how to effectively develop students’reading ability is the key to English reading teaching. As far as teachers are concerned,they should carefully design and organize reading problems according to the teachingtext, and the designed problems need to meet the cognitive level of the students. Thiscan not only arouse students’ curiosity about English knowledge, but also improvestudents’ English reading ability. For students, they should be able to clearlyunderstand different view of reading text, recognize the features of different writingstyles and obtain the cultural knowledge from the reading text. Thirdly, it alsorequires that senior high school students are able to acquire a systematic English learning method through active learning, self-exploration and self-discovery.
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1.2 Purpose of the Research
The traditional teaching methods limit the development of students in manyaspects, which causes students to lose their exploration spirit and innovation ability.Under the implementation of the new curriculum reform, different types of teaching methods and concepts are applied to senior high school English reading class, andPBL is the teaching method that best meets the requirements of the new curriculumstandard. On the one hand, it can enhance teachers’ understanding of the newcurriculum reform; on the other hand, it can promote students’ mastery of knowledgeand cultivate their thinking ability. The purpose of this research includes the followingthree aspects：Firstly, PBL can enable students to actively participate in classroomactivities and improve the efficiency of classroom teaching. Secondly, it can promotethe transformation of multiple roles between teachers and students, and establish aposition with teachers as leaders and students as the main body. Thirdly, it providesEnglish teachers with new perspectives and case references, and forms an efficientEnglish reading class.
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Chapter Two Literature Review
2.1 Introduction of PBL
2.1.1 Definition of PBL
In the early 1960s, the research of problem-based learning (PBL) was firstlyproposed by Howard Barrows, an American professor of neurology from McMasterUniversity in Canada. In the 1980s, PBL developed rapidly in North America andgradually applied to the fields of education, science, management and engineering.Since then, it has been widely accepted and adopted by many well-known universitiesin North America, Europe and Asia. From different perspectives, there are variousdefinitions about PBL at home and aboard.
Barrows and Kelson (1993) point out that PBL is not only a curriculum, but alsoa way of learning. As a cur
