The Feasibility of Problem-based Learning (PBL) in Junior High School English Teaching—A Case Study of Seventh Grade English Grammar Class
DOI:
https://doi.org/10.70267/xws21019Keywords:
PBL, junior high school English teaching, classroom practiceAbstract
This study explores the application of Problem-based Learning (hereinafter referred to as PBL) in junior high school English grammar teaching. Currently, English teaching in junior high schools in China is undergoing reform, emphasizing that English education should not only serve as a communication tool but also focus on cultivating students' core literacy. Originating in medical education, the PBL model has expanded to language teaching, highlighting student-centered, cooperative inquiry, and problem-solving. Through empirical case analysis, this study examines the effectiveness of PBL in enhancing students’ language skills, cultural awareness, thinking quality, and learning capabilities. The study finds that the PBL model can stimulate students’ interest, promote active learning, and critical thinking, but it also sets higher requirements for teacher quality and the teaching environment. The conclusion indicates that the PBL model is in line with the cultivation of English subject core literacy, which is beneficial for the comprehensive development of students and provides an effective way for holistic education.
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