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Research on Design of PBL in Blended Learning Environment—Aiming at Promoting Students' Deep Learning

Li Yushun, Li Yijia, and Li Kunling
Beijing Normal University, Beijing, China
Abstract—The rapid social development has brought about changes in the field of education. More and more precise division of labor has also put higher demands on the effectiveness of education. Under the background of education reform, many educational methods and educational concepts that conform to the requirements of the times have come into being, such as project-based learning, blended learning and in-depth learning. Through literature review and field research, it is found that although project learning and blended learning bring new vitality to the traditional classroom, there are also some shortcomings. For example, in the project-based learning, the interaction between teachers and students is not timely and the learning resources are not sufficient. The shallow learning brought by digital reading in blended learning will affect the teaching effect. However, they also have the advantage of being complementary in each other. That is to say, blended learning can provide a convenient and interactive platform for project-based learning and a rich variety of learning resources. Project-based learning can enrich the offline activities of blended learning, and help to promote the deep learning of students. Therefore, by studying papers and excellent cases both at home and abroad, this study summarizes the curriculum framework and key links of project-based learning, blended learning and in-depth learning respectively, and explores the effective combination of the former two to promote the students' deep learning. And then put forward the corresponding curriculum framework, a total of educators for reference. 
 
Index Terms—PBL, blended learning, deep learning

Cite: Li Yushun, Li Yijia, and Li Kunling, "Research on Design of PBL in Blended Learning Environment—Aiming at Promoting Students' Deep Learning," International Journal of Learning and Teaching, Vol. 5, No. 1, pp. 1-11, March 2019. doi: 10.18178/ijlt.5.1.1-11
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