ABSTRACT
Problem-based Learning (PBL) is a student-centered education model that can stimulate students’ learning potential. It is popular with teachers in different countries. The purpose of this study is to investigate and analyze the problems that may exist in the application of PBL in primary school classrooms, such as the low professional level of teachers and the inability of group reporting to effectively show individual achievements. This paper uses the literature method to analyze the performance of primary school students in the classroom and the psychological characteristics of learning situation. From the three dimensions of teachers, students and different countries, it puts forward the suggestions that teachers should strengthen the cognition of PBL, students should complete the characteristic learning list, and teachers in China, Europe and America should adjust the teaching methods based on the cognitive development of students. It reveals the direction of PBL change and development in primary school in the future.
