靠近vs.疏離－問題導向學習教師自我敘說新的看見

「敘事探究」是一種思考個人生命經驗的方式，當我們開始建構敘事開端，我們同樣也在敘說的三度空間中工作：反覆敘說那些造就我們現在的過往經驗，在個人與社會的互動中來回移動，並將一切定置於某個位置，有助我們了解經驗並重新創塑經驗的意義。本研究以一位教師自我敘說方式，回顧10年以來從之前傳統護校文化中的教學方式至目前嘗試實施問題導向學習的歷程，藉由反思探究教學經驗之意義。在敘說中所覺察新的自我認同包括：教師自我期許改變的動機，對職場現況的敏感度、教師本身的學習壓力都是促成教師教學方法轉變的主要脈絡情境。改變並非一蹴可及，教師教學革新過程除了開闊我身為教師的視域外，革新的教學方式也提供我和學生一個共在的情境，讓師生有更多自我揭露的機會，以彼此生活過的經驗連接學習的教材內容，透過師生於小團體中的互動，主客體的視野交融促成師生共同成長的教學文化。

關鍵字

自我敘說；問題導向學習；護理教育

並列摘要

”Narrative Inquiry” is a method of thinking life experiences. When we start to construct our story, we are working in a three dimensions narrative inquiry space. We go backward and forward, inward and outward and located in one place, so as we can have a new understanding of our experiences and reconstruct the new meanings. The study applied self-narrative to look back a teacher's teaching strategy of traditional nursing school culture ten years ago, and inquiry the experience of using problem-based learning now in order to reflectively get a new perspective of teaching experience. During self-narrative, the teacher found a new self-identity that motivations to change, sensitivities of occupational field, and learning stress were major contexts that lead to change of teaching strategy. Change could not be soon achieved. The innovation of teaching helps teacher to become broad-minded. New teaching process provides a situation in which teacher and students both participated in together. They have more opportunities to do the self-exposure and to bind life experiences with learning materials. Through interchanged ”frame-of-seeing” from subject and object interaction to achieve the cogrowth teaching culture.