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 Literature review
This chapter mainly introduces some knowledge about traditional 英语论文educational teaching style and problem-based learning teaching style. In order to analyze these points well and truly, the author peruse many references. From these references, the author describes the characteristic of these two teaching styles basically.

This chapter mainly included three parts: (1) traditional educational teaching style; (2) problem-based learning teaching style; (3) The traditional PE teaching style; (4) The limitation of traditional PE teaching.
2.1 Traditional education teaching style
In this part, the historical perspective of the traditional approach to teaching was overviewed [1]. The purpose of this part is to examine the lecture and laboratory, including the clinical laboratory, as instructional mythologies. An additional purpose is to assess the potential of the lecture and laboratory, and assess how much of the potential is actually achieved.
2.1.1 Traditional Instructional Methodology: The Lecture
In 1991, BONWELL and EISON suggest that the method chosen should be viewed as appropriate or inappropriate only when placed within a context that considers objectives, complexity of subject matter, physical setting of the classroom, and capabilities of the learner [2]. It is interesting to contemplate on veterinary faculty preparation for a teaching career. Most faculties have been through a discipline-based post-DVM educational program such as a residency or a PhD program, or perhaps both. The majority of faculties have not had any courses in education during their post-DVM educational programs, yet instruction is the major component of these faculties' appointment. Thus in the absence of knowing any different, we teach the way we were taught using our own role models as examples. The following quotation appears in BONWELL and EISON’S monograph, and is in response to a professor being asked why he lectures:

"It is a tradition. It was part of my training, and seems like what I should be doing. I feel somehow guilty when I am not lecturing [3]." CHISM et al. and others noted a number of strengths of the lecture/lecturer [4,5]:
◆Lectures can communicate the intrinsic interest of the subject matter.
◆Lecturers can convey personal enthusiasm, stimulating interest; Interested, stimulated students learn more.
◆Lecturers can provide students with role models to emulate.
◆Lectures can describe subject matter that is otherwise unavailable, such as original research or current developments not yet published.
◆Lecturers can organize material in ways to meet the particular needs of a given audience.
◆Lectures can convey large amounts of factual material to many listeners at the same time, and hence are relatively inexpensive.
◆Lectures permit maximum teacher control.
◆Lectures present minimum threat to student in that they are not required to do anything. This is perceived an advantage by some.
◆Lectures emphasize learning by listening, an advantage for auditory learners.
◆The lecture makes fewer demands on an instructor's time in terms of interacting with students, and in preparation for teaching, compared to some interactive types of learning.

CHISM et al. also noted weaknesses of the lecture [4]:
◆Lectures can hinder learning by placing the student in a passive role.
◆Lectures lack feedback to both the instructor and the student.
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