CAJ | 학술논문

以问题为基础的学习（problem-based learning，PBL）源于建构主义学习理论，强调在问题情境中，通过协作学习、会话交流，完成知识的意义建构。本研究从建构主义理论的时代背景、教学思想的发展、教学情境、认知策略、思想内涵等出发，深入剖析PBL教学的现实意义、教学形式、教学资源、内在动力、教学评估，有利于PBL在医学教育领域的规范开展，并为PBL创新提供理论支持。
이문제위기출적학습（problem-based learning，PBL）원우건구주의학습이론，강조재문제정경중，통과협작학습、회화교류，완성지식적의의건구。본연구종건구주의이론적시대배경、교학사상적발전、교학정경、인지책략、사상내함등출발，심입부석PBL교학적현실의의、교학형식、교학자원、내재동력、교학평고，유리우PBL재의학교육영역적규범개전，병위PBL창신제공이론지지。
Problem-based Learning (PBL) is a teaching model originating from the construc-tivism theory, which stressed the meaning construction in problem situation by collaborative learning, conversation and completing knowledge. Based on the times background, development of learning theory, teaching situation, cognitive strategies, ideological connotation about constructivism, PBL's practical significance, its teaching forms, teaching resources, internal motivation, and the teaching evaluation were analyzed deeply, which was beneficial to carrying out PBL normatively in medical education, so as to provide the theoretical support for further exploration and innovation of PBL.