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to "design" in theteaching of English reading as the research direction, hope through the practice and thinkingof their own, cause everybody attention, in order to promote the reform of the course in seniorhigh school English reading teaching, improve the teaching efficiency.
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Chapter 2 Literature Review

2.1 The Connotation of the Problem-based Instruction
Problem-Based Instruction is the instruction which is based on problem". What is the"Problem"? "Language dictionary" problem refers to complex problem, there is no clearanswer. Problem is accident, the issue is, is a difficult problem to solve; problem is a kind ofsituation (ingredients). "Xinhua Dictionary" in the following explanation of the "problem" (1)to solve the problem; (2) required to answer or explanation of the problem; (3) the accident,problems, difficulties. "Dictionary" in the interpretation of education problem is stimulussituation refers to the body cannot utilize ready-made reflect to response. I tend to think thatthe PBI in question is "problem", is a kind of situation, in this context, cannot use theready-made knowledge to achieve their goals. Need to pay some effort in order to achieve thedesired objective, and achieve the purpose of ways, can have a variety of.The definition of PBI on public opinions is divergent, no theory, mainly has the followingseveral representative definition:
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2.2 The Main Features of the Problem-based Instruction
The characteristics of PBI, the existing literature on the expression of each are notidentical. The United States Ohio State University on the characteristics of PBI is summarizedlike this: PBI is a learner-centered, teacher as facilitator; evaluation method of PBI based onproblem; PBI beyond the existing curriculum content; Hal linger and Bridges (1992) that PBIhas four features: the real world problem the starting point; around the problem and not inaccordance with the subject system of histology. Students learn to get knowledge; studentswith a group or individual as the unit primarily responsible for teaching and learning; mostlearning occurs in group situations rather than lecture teaching situation. The above point ofview, PBI is divided into the following several characteristics:(One) openThe process of PBI teaching, open are embodied in the aspects of learning content,organization form and research results etc.. PBI problems in the teaching model, is proposedby the teacher, but are carefully selected according to students' interest, experience and theability. The problem is very broad in scope, can be extended textbook knowledge within thediscipline, can also be the subject between synthesis of knowledge; learning the location isnot fixed classroom, according to need can be field trips; it also provides a rich learningresources for PBI teaching. Students can according to need, field observation, experiment,discussion and other rich activities; learning in the form of either team, can independentlyaccomplish the final solution; PBI teaching mode do not pursue the only correct answer. Openthe PBI teaching mode with the strong encouragement of students' autonomous learning; givefull play to their ability.
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Chapter 3 Reading Comprehension .... 12
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