This study investigates problom-based Learning with faculty students. The exemplary problom-based Learnining model in this study is intended to enhance students’ research competence. This study examines how the teacher designs and implements the problom-based Learning model, and what students have experienced in conducting team research project. Students provide evidence that they have improved their competence to raise research questions, to make use of research methodology, problom-solving ability, analytic skills, communication skills, cooperation and collabaration skills. their learning experience depends on whether they are heterogeneously grouped or homogeneously grouped in terms of intellectual ability, research experience. Additionally, students suggest that the teacher needs to administrate the learning process regularly, to build up an interdisciplinary network to provide students knowledge and methodologies needed for conducting research, and to create learning enviroment where each stuent is possibly enriched with in dividual accountability and responsibility on each own leaning process. In conclusion, this study provides several suggestions for more viable problom-based learning model in faculty students.
Ⅱ. PBL 수업의 개념과 특성
Ⅲ. PBL 적용 중국어 교수-학습 수업 설계