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PBL(problem-based learning)一直是用于培养学生解决真实问题能力的学习方法或教学方法。本文在综述了与此相关的主要学习理论以及大学外语教师教育发展的一般进程后,指出一旦教师回归到学习者身份,PBL及基于问题的学习共同体就无疑可以成为适合高动机驱动的成年学习者实现自主学习、自我专业发展的有效方法。文章的新视角正在于把语言教师作为普通的学习者来研究,并探索语言教师如何在基于问题的学习共同体中,通过改进自主学习方法来实现自我专业的发展。
PBL (problem-based learning) has always been a learning method or teaching method for cultivating students’ ability to solve real problems. After reviewing the main learning theories related to this and the general process of the development of university foreign language teacher education, the paper points out that once the teacher returns to learner identity, PBL and problem-based learning community can undoubtedly become suitable for motivation-driven adult learners To achieve self-learning, self-professional development of effective methods. The new perspective of the article is to study the language teacher as an ordinary learner and to explore how language teachers can achieve their own professional development in a problem-based learning community by improving self-learning methods.