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Barrow Tamblyn(1980)originally insists that PBL is a learning method thatlearners acquire knowledge during the process of understanding and problemsolving.

Norman and Schmidt(1992)state that PBL can be described as a set ofcarefully constructed problems which is presented to small groups of students.Andthe task of the groups is to discuss and analyze the problems.

Donald(1996)holds that PBL refers to a problem-driven learning environmentin which students are given problems before they start learning.Problems areproposed to stimulate students to explore,while they acquire knowledge in theprocess of exploration.

Antonietti(2001)believes that the PBL is a learner-centered teaching model thatattaches great importance to the problem situation.

2.2 The implementation model of PBL

As has been discussed above,although different scholars have different viewson PBL,it is undeniable that most believe that it can be used as an effective teachingmethod for teachers.However,different scholars insist on their own understanding ofPBL,and there exists a diversity of operational models for PBL.

1.Barrows’implementation model of PBL

Barrows(1972),one of the main advocates of the PBL teaching model,dividesit into five segments.

Step 1:Organizing the group

Before exploring the problem in groups,learners and facilitators get to knoweach other and establish ground rules for cooperative learning.

Step 2:Demonstrating the problem

The teacher provides students with a complex problems situation that is as closeto a realistic one as possible.At the beginning of the study,the teacher makes surethat a common understanding of the goals of the problem to be solved is developedwith students,and gives them adequate guidance.As learning progresses,theteacher’s scaffolding role recedes to allow students learn independently.

Chapter Three Research Design.................................26

3.1 Research hypothesis and questions....................26

3.2 Research subjects..................................26

Chapter Four Results and Discussion............................41

4.1 Effects of applying PBL teaching model on students’reading motivation..41

4.1.1 Differences in reading motivation between the CC and the EC beforeand after the experiment.................41

4.1.2 Differences in reading motivation before and after the experiment inthe EC.........................43

Chapter Five Conclusion........................56

5.1 Summary of the major findings............................56

5.2 Pedagogical implications.............................58

Chapter Four Results and Discussion

4.1 Effects of applying PBL teaching model on students’readingmotivation

In order to test the effects of applying PBL teaching model in senior high schoolEnglish reading teaching on students’English reading motivation,independentsamples t-tests were employed to examine differences in reading motivation betweenthe EC and the C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。