Exploration and Practice of PBL (Problem-Based Learning) Teaching Model in Post-position Course Teaching

DOI: https://doi.org/10.62517/jhve.202416401

Author(s)

Cong Chen, Xutao Cai*, Yang Yang

Affiliation(s)

Naval Aeronautical University, Qingdao, Shandong, China *Corresponding Author.

Abstract

Post-position courses in military academies bridge the final gap between students and their units, characterized by distinct post-position features and practical attributes. However, many practical challenges remain in fostering high-level thinking skills in students within these courses. With the continuous development of the times, traditional teaching models no longer align with the "student-centered" teaching philosophy and cannot adequately meet the training needs of modern military personnel. The PBL (Problem-Based Learning) teaching model, characterized by being problem-based, student-centered, teacher-guided, and aimed at developing students' abilities, can partially achieve a role transformation for teachers and students in the classroom, allowing students to participate more actively in classroom teaching and proactively construct knowledge. Based on the characteristics of post-position courses in military academies, this paper analyzes the advantages of applying the PBL teaching model to post-position courses from the perspectives of students, courses, and instructors. Through practice in the airport navigation lighting support course, the paper summarizes the difficulties of implementing PBL teaching in post-position courses and proposes suggestions and recommendations, providing references for educational and teaching reform in military academies and the cultivation of new military talents.

Keywords

PBL Teaching Model; Military Vocational Technical Education; Post-Position Courses; Teaching Methods

References

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