ABSTRACT

This study explores the application effects and optimization strategies of the Problem-Based Learning (PBL) teaching method in the Material Preparation and Testing course at Hanshan Normal University. A mixed-methods approach was adopted, involving 10 teachers and 183 students. The results show that the implementation of the PBL teaching model in this course is rated highly in learning outcomes, content, strategies and activities, resources, and assessment. Student engagement and innovative ability are also at a high level. However, significant differences in innovative ability exist between genders. Participants face challenges in material preparation, testing, and teaching collaboration. To address these issues, an action plan is proposed, including organizing interdisciplinary seminars, improving teachers’ professional knowledge, and strengthening team building. This research provides valuable insights for improving teaching quality and cultivating innovative talents in material-related courses.

Keywords: Problem-Based Learning; Material Preparation and Testing; Student Engagement; Innovative Ability; Teaching Reform
https://doi.org/ 10.57180/ewsr4183