Xun Liu1, Xian Liu2, Weidong Wu1
1Department of Tourism and Hospitality Management, Jianghan University, Wuhan, China
2Department of Basic Teaching, Zhengzhou Polytechnic College, Zhengzhou, China
The core of PBL is the problem-based learning (design and drive), cooperative learning (learning community), exploratory learning (construction and verification), authenticity learning (experience and observe), and the process and result of evaluation learning (reflection and growth). Based on this, PBL project and problem design of Tourism Marketing, teacher training and its role transformation, scientific rationality of teaching evaluation are the important starting points of curriculum model innovation. Through detailed project and problem design, the focus of learning is returned to students, helping students design learning process according to their own interests. Curriculum evaluation and effect tracking pay more attention to the common progress and long-term growth of class and student group.
Problem/Project based Learning; Tourism Marketing; Curriculum Model Innovation
Xun Liu, Xian Liu, Weidong Wu. Practice and Reflection on the Innovation of Tourism Marketing Course Mode Based on PBL of Jianghan University. Frontiers in Educational Research (2021) Vol. 4, Issue 7: 49-55. https://doi.org/10.25236/FER.2021.040710.
 Liu Ping, Tang Xianling. Metacognition and cultivation of students; autonomous learning ability in PBL medical teaching environment [J]. Heilongjiang Researches on Higher Education, 2012, 30(08):123-125.
 Lu Yanjiao, Jiang Jun. the influence of PBL teaching method on the innovation ability of American graduate students [J]. Heilongjiang Researches on Higher Education, 2018,36 (11): 113-116.
 Zhang Zhinan, Zhu gexun, Wang Liwei. Exploring the Project-based Learning Model of Multi-level Closed-loop Feedback—A Case Study of Excellent Engineer Education and Training Plan 2.0 in Shanghai Jiao Tong University [J]. Research in Higher Education of Engineering, 2020 (04): 107-111.
 Hu Hongxing. Project-based Learning: Class Activities Developing Students' Core Qualities [J]. Journal of Lanzhou University (Social Sciences), 2017, 45 (06): 165-172.
 Chen Wei, Chen Guojun, Yu Hanqi. Construction of Project-based Teaching System Based on Constructivism [J]. Research and Exploration in Laboratory, 2018, 37 (02): 183-187 + 206.
 Liu Yudong. Project based learning research in China: Problems and trends [J]. Journal Of Suzhou University（Philosopy And Social Science）, 2010,31 (04): 182-187.
 Fan Yujie, you you, Li Feng, Chen Juan, Wang Weimin. Effects of Student Engagement in PBL Course on Basic Capacity Harvest Among Undergraduate Clinical Medicine Students of a Medical College in Beijing [J]. Medicine and Society, 2021,34 (02): 122-125 + 134.
 Grossman Pam,Dean Christopher G. Pupik,Kavanagh Sarah Schneider,Herrmann Zachary. Preparing teachers for project-based teaching [J]. The Phi Delta Kappan,2019,100(7).
 Lei Kaixiong. Study on influencing factors and improvement strategies of PBL teaching method in clinical application [J]. Contemporary Medicine, 2020,26 (36): 193-194.
 Zheng Peiyan, Zheng Xiaomao, sun Baoqing. Discussion on the new teaching mode of combining network teaching and PBL in medical English [J]. The Journal of Medical Theory and Practice, 2019,32 (11): 1789-1791.
 Lu Yanlai, Cai Zhenming, Liu Yingxia, Wang Xiaoming. Design and practice of PBL online course for medical cases [J]. Basic Medical Education, 2020,22 (12): 927-929.