未来的竞争，

关键不在知识，

而是跨领域的核心素养！

future competition is about inter-disciplinary core competencies instead of knowledge.

万双网讯  “为什么做PBL（项目式学习——project-based learning）？做PBL的意义何在？PBL课程如何设计？怎样培养面向未来的学生……”1月15日至17日，应广东教育国际化专业委员会名誉理事长刘晓明之邀，PBL教育专家林奇贤博士莅临万科双语学校，为万科双语学校老师和前海学校教师开展为期3天的主题跨域PBL课程设计与实施工作坊。杨帆校长、郑世英主任及全校教师参与了本次培训。

VBS News Net: Why doing PBL (project-based learning)? What’s the point of doing PBL? How is PBL designed? How to nurture future-oriented students? Invited by Honorary Chairperson of Guangdong Education International Professional Committee Mr Liu Xiaoming, PBL expert Doctor Lin visited VBS for the 3-day themed PBL course design and implementation workshop for teachers from both VBS and Qianhai School. Principal Yang and head of Development Centre Ms Zheng and all teachers took part in this workshop. 

广东教育国际化专业委员会名誉理事长刘晓明向老师们介绍了PBL的核心理念和价值取向，对STEM的学术意义、发展脉络及什么是项目式学习进行了解读。他指出，项目式学习不同于综合实践，项目设计是PBL的核心。研究的项目要有挑战性，有学科的包容性、创新性，重在培养孩子原创精神。研究内容可以不局限于学校，更多触及社会，让家长参与与学生参与。希望老师们掌握其精髓核心，当好指导者、协调者与评价者。

Mr Liu introduced the key concepts and values on PBL before interpreting academic significance, development and the origin of PBL. He pointed out that PBL was different from comprehensive practice, project design was the key. Research projects ought to be challenging, with innovation, inclusiveness of the subjects and hence developing the innovative spirits. The research content was not limited to school-related subjects but more connected to the society and allow participation of students and parents. Teachers were expected to master the gist of PBL and become the guider, moderator and evaluator. 

林奇贤博士指出，未来，学习不再限于教室，打造云端教育，正是开创学生无限潜能及未来的重要黑键。21世纪竞争能力包括沟通协调能力、团队合作能力、复杂问题解决能力，独立思辨能力和创新能力，即5C关键核心能力。PBL课程设计要体现5C能力的培养与相关学科课程目标。

Dr Lin believed that studies in future would not be bounded to classrooms but conducting cloud-based teaching would be the key to ignite students’ unlimited potential. 21st Century competencies included communication, cooperation, complexity problem-solving, critical thinking and creativity, also known as 5C key competencies. PBL course design had to reflect development of 5C and relevant subject curriculum objectives. 

在3天的课程培训中，林奇贤博士通过全球共同学习网站（群学网）展示了世界各地的优质课程，就如何设计与实施优质的项目式学习课程进行了详细详解，对课程设计的每一个环节一一解读，如主题设计、课程目标设计、情境设计、学习任务设计、学习支架建构、评量的标准设计等等。同时，林博士细心指导大家现场分组设计PBL课程，在课程中互相分享，并对每一组的作业进行认真评价及提出指导建议，让老师们对如何进行PBL课程的完整设计有了深刻认识。林教授强调，课程实施中要注重仪式感，采取模组化与开放式架构，充分发挥学生的创意与多元思考，激发学生学习与创新的兴趣。

During the 3-day workshop, Dr Lin demonstrated various excellent PBL course on global common studies website to illustrate how to design and implement quality PBL curriculum in details, particularly theme design, context design, study task design, study structure construction and standard design of evaluation. Dr Lin also guided teachers to design PBL courses in groups and to share ideas with one another before offering advice and feedback to every piece of assignment. This had enabled teachers to have a better understanding on the overall design of PBL courses. Dr Lin emphasised sense of rituals upon implementation and applied modular and open structure to allow students to utilize their creativity and multi-perspective thinking such that they could be motivated to study and innovate. 

万科双语学校杨帆校长对专家的指导表示了衷心的感谢，指出PBL是一种新型的学习方式，能够培养孩子卓越的学习力。希望老师们学以致用，学会终身学习，积极培养具有创造性思维、敢于创造美好未来的孩子，让孩子们更好地站在未来中央。

Principal Yang acknowledged the guidance given by Dr Lin. She pointed out that PBL had been a new way of learning which developed students’ academic excellence. She would like teachers to apply the skills and achieve life-long learning so that they could strive to develop students with creative thinking and the courage to create a better future. 

学员心得：

Teachers’ reflection 

高祯潞：林教授给我们举了很多的范例，通过案例，我了解到如何确定一个PBL项目，分为7步：1、设定主题；2、设定课程目标；3、设计情境；4、设计学习任务；5合作学习任务的设计；6、提供学习框架；7、评量的标准设计。一天紧锣密鼓的学习，感觉自己又是能量满满，新的知识，新的思路，新的教学方式培养更多具有创造性思维的孩子。

Ms Gao said,

Dr Lin has given us many examples, and I have learned to confirm a PBL project in seven steps - theme setting, curriculum objective setting, context design, study task design, collaborated study design, provision of study structure and evaluation of standard design. After the studies, I feel energised again and new way of thinking to develop students with creative thinking. 

刘文伶：“PBL学习将渐次取代课堂教学。” “跨学科项目式学习将是学校学习方式变革的契机。”培训中的这两句话再一次将PBL和跨学科项目两个词深刻地印在我的脑子里。千里之行，始于足下。在我校今后的PBL项目建设中，我将尽我所能，积极投入。

Ms Liu said, 

PBL will gradually replace class teaching. Inter-disciplinary PBL is the stepping stone to revolutionise study patterns in school. With these sentences again, PBL and inter-disciplinary projects are in my mind. The journey of a thousand miles begins with the single step. I will do my best in the future PBL design. 

林奇贤博士简介：

国立台南大学数位学习科技学系教授，美国印地安纳大学博士，台南大学数字学习科技学系教授，华人探究学习学会理事长，学术研究领域为中小学数字学习，近年尤其对中小学的混合式学习与学习社群应用着墨较多，目前正积极推广“互联网+PBL”的创新学习模式。

About Dr Lin

professor at department of digital studies in technology, national university of Tainan, doctorate of University of Indiana, chairperson of Chinese Research studies association, main academic research field on digital studies in primary and secondary schools, especially in the application of integrated studies in primary and secondary school. He is currently promoting innovative studies pattern ‘Internet+PBL’. 

关于PBL 教学：

About PBL Teaching 

PBL是一套设计学习情境的完整方法;(Problem-Based Learning，简称PBL，也称作问题式学习)，最早起源于20世纪50年代的医学教育。PBL有五大特征:

PBL is a complete way of designing  study environment, is originated as early as 1950s in medical education. It has five major characteristics. 

1.      从一个需要解决的问题开始学习，这个问题被称为驱动问题(driving question)。study starts from a problem that needs to be solved, which is called the driving question. 

2.   学生在一个真实的情境中对驱动问题展开探究，解决问题的过程类似学科专家的研究过程。学生在探究过程中学习及应用学科思想。

students have to research on the driving question in the real context, similar to the process which academic experts try to solve problems. Students learn and apply the subject ideas. 

3.   教师、学生、社区成员参加协作性的活动，一同寻找问题解决的方法。

students , teachers and the community participate in the activity to find the solutions. 

4.   学习技术给学生提供了脚手架，帮助学生在活动的参与过程中提升能力。

studying technology enables students to improve their skills during the process. 

5.   学生要创制出一套能解决问题的可行产品(products)。这些又称制品(artifacts)，是课堂学习的成果，是可以公开分享的。

students have to come up with a set of feasible products which solve problems, also called as artifacts. They are the results of learning and can be shared publicly. 

文/图  燕子

翻译：赖丁慈