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ddle school is of great significance. On the practical level, the Problem-Based Learningmodel applied to English reading teaching can be in favor of improving the ability to analyze andsolve problems, and simultaneously improving their cooperative learning ability in the course ofconstructing reading knowledge for learners. The author applies the Problem-Based Learningmodel to English reading teaching, which provides a specific reference experience for improvingEnglish reading classroom effectiveness and promoting middle school students’ reading ability.At the theoretical level, this research aims to provide a new teaching idea for English teachers,provide reference and help for Junior Middle school English teachers to carry out Englishreading teaching, and finally intend to help learners better achieve the new curriculum’s teaching standard.

Chapter Two Literature Review

2.1 Introduction of Problem-Based Learning model

This part mainly introduces the PBL model’s definition, the features of the PBL model and theimplementation process of PBL in teaching.

2.1.1 Definition of Problem-Based Learning model

The Problem-Based Learning (PBL) model was first created in 1969 by Howard Barrows.Barrows (1998) holds that the PBL model centers on problem-solving, and emphasizes student’sactive learning. Teachers design practical tasks, encourage learners to conduct self-direction andexploration to stimulate and support learners’ high-level thinking and encourage learners to learnabout the content and reflect the learning process. Later, different scholars gave differentdefinitions of the PBL model.

Barrows and Tamblyn (1980) deem that the PBL model is defined as learning inidentifying and solving problems. Barrows and Kelson (1993) believe that the PBL model is acourse and a learning process. It is composed of carefully selected and designed problems. In theprocess of problem-solving, learners are required to comprehensively use critical thinking ability,problem- solving competence, autonomous learning strategies, and the ability to organizelearning in groups. Schmidt (1993) believes that the PBL model refers to a teaching strategy thatpresents a set of observable phenomena, situations, or events to a group of students and tries tomake them find meaningful answers. Antonietti (2001) considers that the PBL model as acontext-based, student-centered teaching method that anchors learning into specific problems.Kahn and O’ Rourke (2004) describe the PBL model as a learning method that drives students’entire learning by defining and dealing with problems. Savery and Duffy (1995) believe that thePBL model is a learner-centered learning model. In this way, learners can conduct problemresearch, integrate and apply theoretical knowledge, and formulate feasible problem-solving methods. Fogarty (1997) regards the PBL model is a model for curriculum design based onactual problems. Camp (1996) views that the PBL model is a teaching model based onconstructivism and a combination of educational approaches and philosophy should emphasizethat the learners integrate actual knowledge and continuously construct new knowledge based onpractical experience. Bridges and Hallinger (1992) recognize that the PBL model is a situationalteaching method that uses problems as the starting point for students to carry out learningactivities and takes st本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。