Author(s)

XiaoJing Yao

Affiliation(s)

Hubei Enshi College, Enshi 445000, Hubei, China. 

Corresponding Author

XiaoJing Yao

ABSTRACT

Problem-Based Learning (PBL) is widely endorsed as an instructional strategy across various academic arenas, tailored to foster critical thinking and problem-solving skills among students. This paper scrutinizes both the merits and limitations of incorporating PBL into ancient Greek mythology pedagogy at the tertiary education level. The investigation is grounded in a pragmatic outlook, considering the practical challenges and successes experienced both by educators and students. We delve into the philosophical rationale and instructional particularities of PBL, tailoring its application to the distinctive content of ancient Greek mythology. The paper presents the potential for a robust learning experience that intertwines the richness of mythological narratives with the dynamic student-centric inquiry emphasized by PBL. The research advocates for a conscientious integration of PBL in the teaching of ancient Greek mythology, upholding the integrity of its student-driven, exploratory ethos amidst diverse educational settings. Acknowledging the fiscal and ideological support required for optimal deployment, the treatise offers insights into the symbiotic relationship between the narrative complexity of mythology and the inquiry-based approach of PBL. The observations suggest that, although the ideals of PBL align with an immersive understanding of ancient texts, the applied methodologies often diverge from theoretical purism, thus forming an educational conundrum similar to the enigmatic puzzles of the myths themselves.

KEYWORDS

Ancient Greek mythology; PBL problem-based learning method; Teaching strategies

CITE THIS PAPER

XiaoJing Yao. Research on teaching strategies of ancient Greek mythology based on PBL problem-based learning method. Trends in Social Sciences and Humanities Research. 2024, 2(7): 65-78. DOI: 10.61784/tsshr3073.

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