Kanter S L
School of Medicine, University of Pittsburgh, Pennsylvania 15261, USA.
Bull Med Libr Assoc. 1998 Jul;86(3):391-5.
Problem-based learning (PBL) is a powerful small group learning tool that should be part of the armamentarium of every serious educator. Classic PBL uses ill-structured problems to simulate the conditions that occur in the real environment. Students play an active role and use an iterative process of seeking new information based on identified learning issues, restructuring the information in light of the new knowledge, gathering additional information, and so forth. Faculty play a facilitatory role, not a traditional instructional role, by posing metacognitive questions to students. These questions serve to assist in organizing, generalizing, and evaluating knowledge; to probe for supporting evidence; to explore faulty reasoning; to stimulate discussion of attitudes; and to develop self-directed learning and self-assessment skills. Professional librarians play significant roles in the PBL environment extending from traditional service provider to resource person to educator. Students and faculty usually find the learning experience productive and enjoyable.
基于问题的学习（PBL）是一种强大的小组学习工具，应该成为每位认真的教育工作者教学手段的一部分。经典的PBL使用结构不良的问题来模拟实际环境中出现的情况。学生发挥积极作用，并采用迭代过程，即根据确定的学习问题寻求新信息，根据新知识重组信息，收集更多信息等等。教师通过向学生提出元认知问题发挥促进作用，而不是传统的教学作用。这些问题有助于组织、概括和评估知识；探究支持证据；探索错误推理；激发对态度的讨论；培养自主学习和自我评估技能。专业图书馆员在PBL环境中发挥着重要作用，从传统的服务提供者扩展到资源提供者再到教育者。学生和教师通常会发现这种学习体验富有成效且令人愉快。
