Curriculum Reform Due to Project-Based Learning Methodology Implementation in Teaching an ESP Course to Russian University Natural Science Students

Handbook of Research on Curriculum Reform Initiatives in English Education Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-5846-0.CH015

B. Zhigalev, O. Obdalova, L. Minakova

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引用次数: 2

Abstract

This chapter investigates the didactic potential of a project-based learning (PjBL) methodology as a means of modernizing curriculum and improving an ESP course at the university level. The chapter outlines in detail the main elements of the negotiated teaching framework and discusses why such a methodology is appropriate for teaching communicative competence and developing learners' performance in English in a professional context. It also presents practical devices for the implementation of the designed conceptual framework. The first part of the chapter focuses on outlining methodological aspects of the undertaken case study. The second part concentrates on the quantitative and qualitative assessment of the results of the PjBL framework intervention. Within this context, a discussion about the influence of the PjBL course implementation on 48 students is provided. The authors also specify some factors contributing to the effectiveness of the development of learners' target skills attributed to the introduction of the featured model for the ESP project-based course.

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基于项目教学法的课程改革在俄罗斯大学自然科学专业学生ESP教学中的实施

本章探讨了基于项目的学习(PjBL)方法作为现代化课程和提高大学水平ESP课程的一种手段的教学潜力。本章详细概述了协商式教学框架的主要要素，并讨论了为什么这种方法适用于在专业环境中教授交际能力和培养学习者的英语表现。文中还提出了实现所设计的概念框架的实用装置。本章的第一部分着重于概述所进行的案例研究的方法方面。第二部分集中于PjBL框架干预结果的定量和定性评估。在此背景下，本文讨论了实施PjBL课程对48名学生的影响。作者还指出了一些有助于学习者目标技能发展的因素，这些因素归因于ESP项目课程特色模式的引入。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Curriculum Reform Initiatives in English Education

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