期刊名称：International Journal of Designs for Learning
印刷版ISSN：2159-449X
出版年度：2021
卷号：12
期号：3
页码：86-101
DOI：10.14434/ijdl.v12i3.31554
语种：English
出版社：Assiciation for Educational Communications & Technology / Indiana University Bloomington
摘要：Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.
