團隊導向學習簡介

Introducing Team-Based Learning

王英偉(Ying-Wei Wang) ； 謝至鎠(Jyh-Gang Hsieh)

《Journal of Medical Education》 14卷1期 (2010/03) Pp. 79-89

https://doi.org/10.6145/jme.201003_14(1).0009

摘要

團隊導向學習（Team Based Learning，以下簡稱TBL），是以小組討論模式來進行大班教學，並促進學生主動學習的一種教學法，在國外醫學教育之推展已有近10年的時間。大部分的研究都認為其較傳統大堂課或問題導向教學（Problem Based Learning，以下簡稱PBL）有更好之學習效果，同時也可增加學生的學習參與、改進解決問題的技巧、促進同儕間的㈲效溝通、甚至於提升國家考試的成績。本篇文章重點在於將TBL的教學方法做較完整的介紹，比較其與現行常用之傳統教學法及PBL之異同，並深入探討TBL之評價、優缺點及實施上可能遭遇之困境。希望藉此能讓教師在選擇有效之教學法時，能有另一個考慮的方向，也能使有興趣使用此方法之教師可以了解其整體觀念、實施程序及應用技巧，達到教學上事半功倍之效。

關鍵字

團隊導向學習 ； 醫學教育 ； 主動學習

並列摘要

Team-based learning (TBL) is a teaching method that promotes active learning and small group discussions in large classes. The application of TBL to medical education in western countries started more than 10 years. Studies have shown that TBL can achieve better learning outcomes than either traditional lectures or problem-based learning (PBL). TBL also seems to increase student participation, improves problem-solving skills and promotes more effective communication with peers; furthermore, students seem to score higher in national examinations. In this article we begin with a complete introduction to TBL and compares TBL with the two most commonly used teaching methods, namely lectures and PBL. This is followed by a critical appraisal of these educational strategies, their strengths, their weaknesses, and the obstacles to TBL implementation. This article reviews the main teaching strategies and focuses on introducing TBL, together with suggestions as to how to implement TBL, and some useful tips for teachers.

並列關鍵字

team-based learning ； medical education ； active learning

參考文獻

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