Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)

A Comparative Analysis of Traditional Teaching and PBL Model

Authors
Le Bo1, *, , Xiaoxiao Ding2, , Sihan Wang3,
1School of Geography and Tourism, Shaanxi Normal University, Xi’an, Shaanxi Province, 710062,China
2School of English Language, Zhejiang Yuexiu University,Shaoxing, Zhejiang Province, 312000,China.
3School of Art and Design, Nanchang University,Nanchang, Jiangxi province, 330047,China

Those authors contributed equally.

*Corresponding author. Email: 171841046@masu.edu.cn
Corresponding Author
Le Bo
Available Online 1 June 2022.
DOI
https://doi.org/10.2991/assehr.k.220504.306How to use a DOI?
Keywords
“Teacher-Centered” approach; “Student-Centered” approach; PBL
Abstract

The “Teacher-Centered” approach is one of the most widely used teaching methods in traditional Chinese teaching.The teacher is mainly on imparting knowledge, and studentsare only playing the role of listening most time who hardly participate in the teaching process. By adopting this teaching method, teachers can have ensure class time and content management. However, for students, this teaching method limits their innovative thinking to a certain extent, and students are more likely to be distracted in class.It will become difficult for them to concentrate on the whole class when they lose interests. Different from traditional Chinese “Teacher-Centered” teaching methods, the “Student-Centered” teaching method can more easily mobilize students’ enthusiasm for teaching participation and stimulate their innovative thinking. For example, the PBL teaching method mentioned in this paper can encouragestudents’ active participation in teaching. It will be a good design if The teacher raises questions, and students think and discuss individually or in groups to get answers to the questions. This typical “Student-Centered” teaching method focuses on enabling students to become the center of the class. Then the teacher only guides students to think and encourages them to find the answers. At the same time, the “student-Centered” teaching method has high requirements for teachers to have awareness and fully understanding on the PBL theory. Due to limited Chinese current teaching resources, the limitations of traditional teaching methods and thinking inertia, it is impossible to adopt the “student-Centered” teaching method for teaching. Therefore, the article reviewsrelevant literature, compares the advantages and disadvantages between these two kinds of teaching methods, and taking considerations of the realistic background.We need constantly explore innovative breakthrough to the two kinds of teaching methods. The combination of implementation for breakthrough the traditional teaching will help to improve classroom teaching efficiency and students’ acceptance, thereby cultivating the innovative students.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title
Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 June 2022
ISBN
978-94-6239-580-0
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.220504.306How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

Cite this article

TY  - CONF
AU  - Le Bo
AU  - Xiaoxiao Ding
AU  - Sihan Wang
PY  - 2022
DA  - 2022/06/01
TI  - A Comparative Analysis of Traditional Teaching and PBL Model
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 1686
EP  - 1690
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.306
DO  - https://doi.org/10.2991/assehr.k.220504.306
ID  - Bo2022
ER  -