本研究的目的是研究语篇分析在基于问题的学习在不同层次的教育环境（例如级6-9）。这项研究将实证研究，纵向检查结果的基础上使用不同的工具进行测量。将数据从不同的来源收集，录像、课堂观察和教师访谈、田野笔记。从上述评论文章中，我发现缺乏建构主义为导向的基于问题的学习环境的话语分析。此外，本研究旨在了解与不同类型的话语相关的理解水平和批判性思维水平。本研究提出的假设，PBL是一种积极的学习环境，拟对涉及在知识教育的探讨搜索学生和提升学生的批判性思维只要他们持续影响他们学习环境的相互作用。PBL也发展逻辑推理的过程中，多年的教育。此外，本研究也承认教师的角色作为促进者，并提供即时反馈学生的表现在PBL环境。贡（1977）认为，“教育心理学研究者必须把注意力转向学生和老师做共同构建学术内容和课堂学习的一种课程文化（如老，2010，p. 1引）。为了了解教育的学习环境，我会用一种会谈，Mercer理论框架（1995，为2010次，引用各种会谈）。然而，我还将包括Mezirow（1997，为引，在利姆河和Angelique，2011）四级反思PBL学习过程中环境因子的批判性思维。
澳洲经济学Assignment代写:教育环境
The purpose of this study is to examine the analysis of discourse in problem-based learning environment at different levels of education (e.g. grade level 6-9). This proposed study will be empirical study that examines the results longitudinally based on using different tools for measurement. The data will be collected from different sources that are video tape, class observation, fieldnotes, and teachers' interviews. From the above reviewed articles, I found a lack of discourse analysis in constructivist-oriented problem-based learning environment. Moreover, this study will intend to know about level of understanding and level of critical thinking which correlate with different types of discourse. This propose study's hypothesis that PBL is a form of active learning environment which intends to involve students in search of knowledge-based educational discussion and enhance students critical thinking as long as they continously interact with the environment that influence their learning. PBL also develop logical reasoning by course of periods of years in education. Furthermore, this study also recognizes teachers' role as a facilitator and provide instant feedback on students' performance in PBL environment. Magoon (1977) argued that "educational psychology researchers must turn their attention to what the students and teacher do jointly to construct academic content and classroom culture for a course of study" (as cited in Allus,2010, p. 1). In order to understand kinds of talks in educational learning environment, I will used a theoretical framework of Mercer (1995, as cited in Allus, 2010) on various talks. However, I will also include Mezirow's (1997, as cited in Lim and Angelique, 2011) four level of reflective thinking as a predictor of critical thinking in learning process in PBL environment.
