A Study on the Application Methods of the Problem-Centered Teaching Model

Abstract

The Problem-Centered Teaching Model is an instructional approach that centers on problems, adopts inquiry-based learning as its fundamental method, and aims at knowledge construction. It encourages students to actively think, inves-tigate, and discover approaches to solving problems. This model has played a positive role in transforming educational values, altering students’ learning styles, and reshaping teachers’instructional practices. However, in current Chinese language teaching, its implementation often lacks systematic design, limiting its effectiveness. Based on a review of relevant literature, theoretical guidance from situated cognition theory, inquiry learning theory, and construc-tivist educational perspectives, this paper adheres to the principles of inquiry, induction, adaptability, and democracy inherent in the model. It proposes five specific implementation methods: the "Progressive Series of Questions" ap-proach, the "Divergence–Convergence" approach, the "Problem–Analysis" approach, the "Questioning–Interaction" approach, and the "Self-Study–Questioning–Solution" approach. This study aims to provide practical, pre-scriptive solutions for the effective classroom application of the Prob-lem-Centered Teaching Model.