以問題為導向學習之工作坊教學策略與評值

The Instructional Strategy and Evaluation of Workshop for Problem Based Learning

蕭淑貞(Shu-Jen Shiau) ； 黃玉珠(Yu-Chu Huang) ； 王月英(Yuen-Ying Wang)

《輔仁醫學期刊》 5卷3期 (2007/09) Pp. 123-132

摘要

為了協助某護理學系碩士班同學入學第一門以問題為基礎學習(Problem Based Learning，PBL)課程，以工作坊教學型式幫助學生體驗PBL。本研究目的在探討此工作坊的教學策略及評值。依行動研究法進行，研究對象為95學年度「護理理論與專科護理學理論」上課學生7位，資料蒐集包括工作坊進行記錄及教學評值，經內容分析，結果為：一、教學策略：1.教學活動分為：第一階段：暖化，第二階段：PBL「引導歷程」的學習，第三階段：「學習主題」的分享討論，第四階段：依病例教案開案；2.教學事項及結果為：(1)以學生自我成長經歷為教案，(2)「PBL 引導歷程」的學習方式及結果，(3)學習主題：「Care、Concern、Compassion，3C生命涵養」要素分享討論之結果。二、教學評值：藉學生省思及評量表中，了解學生於工作坊進行PBL之學習，呈現對PBL、3C、工作坊的體認及滿意度。

關鍵字

以問題為基礎學習 ； 工作坊 ； 教學策略

並列摘要

The Problem Based Learning (PBL) approach has been widely applied in nursing educational reform in recent years, an example being the application of the course ”Nursing Theories in General and Specialty” as the foundation course in the master degree nursing program. This study will describe, based on the Shiau's education design model, the evolution of curriculum design from the academic year 2001 through 2005, with the objective to improve teaching quality of the ”Nursing Theories in General and Specialty” course.
Based on the action research methodology, the outcomes of the study include (1) contextual factors such as mission, law, student characteristic, faculty characteristic, and resources influences the course design and (2) the description elements of course design such as objectives, contents, strategies, and teaching evaluation. The findings of this study give emphasis to the pedagogical structure of PBL and that it can be used as a reference in adopting PBL concept in nursing education. Further analysis of the teaching process and evaluation is needed.

並列關鍵字

Problem Based Learning ； Workshop ； Instructional Strategy