Practical Exploration of Present Tense Teaching Based on PBL-CDIO Approach

Abstract

Currently, the teaching of English present tense faces many challenges, such as students’ difficulties in comprehension, inaccurate application, and weak knowledge transfer ability. The flaws in traditional grammar teaching, including mechanical explanation and decontextualized content, further exacerbates these issues. This paper integrates the PBL (Problem-Based Learning) methodology with the CDIO (Conceive-Design-Implement-Operate) framework and applies this combined approach to the teaching of English present tense. Through theoretical analysis, this paper expounds the core concept and application value of the PBL-CDIO model; at the same time, it takes the simple present tense in junior high school English as a specific case, designing a teaching process of “Problem selection-Conception-Design-Implementation-Operation-Outcome evaluation” and conducting practical exploration. The results demonstrate that this model effectively breaks through the limitations of traditional teaching, stimulates students’ interest and participation, significantly improves their language proficiency, team collaboration ability and logical thinking ability; furthermore it helps students to deepen their understanding and flexible application of the present tense through the creation of real contexts and practical operations. This study provides an innovative approach for English grammar teaching, confirms the effectiveness of the PBL-CDIO model in addressing the dilemmas of traditional grammar teaching, and holds significant importance in promoting the reform of English teaching and enhancing the quality of grammar teaching.