大學「人文精神」通識課程中運用PBL創意教學之實施成效

「人文精神」通識課程為弘光科技大學「以人為本，關懷生命」辦學理念之具體體現，目標在培育學生兼備良好品格和專業的學識技能。本課程由通識學院人文精神教育發展中心專責規劃，是大一、大二的共同必修核心通識，採取多元教學方式設計課程。其中「問題/行動導向」教學是重要部分，透過課堂啟發，幫助學生傳承生命經驗與智慧，再經由服務學習和自主實踐的志工活動，強化學生學習的深度，涵養生命的厚度。歷經16年人文精神教師團隊的努力，本課程已具厚實基礎。研究者於1042和1051學期負責推動「人文精神課程運用PBL的創意教學社群」計畫之執行，集結人文精神跨系院授課教師，定期舉辦以PBL為主題之教學案例示範、專家指導工作坊、實務觀摩、分組討論等教學研討活動。透過教師社群的運作，教師團隊合力研發「工作與生活」、「工作與社會」、「性別關係」、「性別平等與社會-a」、「性別平等與社會-b」等5項運用PBL於人文精神課程之教案。並將之融入1051學期之人文精神（一）和人文精神（二）課程中，合計36個班級，各實施一次PBL教案，由該班授課教師挑選適合該班級特性之教案。本研究以1523位學生於接受PBL教案後，立即施測取得學生的量化與質性調查資料，進行學生自身所知覺之學習效益評估。研究結果做為未來運用PBL教學於生命教育課程之參考。

關鍵字

通識教育；人文精神課程；問題導向學習；性別平等教案；職涯探索教案

並列摘要

The motto of Hungkuang University, chosen by its founder, Dr. Yui Lin Wang, is ＂Be compassionate toward living things based on the principles of humanism.＂ In 1999, the Humanity Education Development Center at the College of General Education of Hungkuang started offering a core course in general education called ＂Humanity＂; this life-education course was intended to fulfill our school founder's educational philosophy. After 16 years of effort on the part of the Humanity course's teaching team, this course has a solid foundation. From February to July 2016, the Humanity PBL community, an inter-departmental group of humanistic-minded instructors at our school, regularly organizes PBL activities, PBL literature seminars, case reviews of successful PBL teaching experiences, workshops guided by PBL experts, group teaching-design programs, group discussions, observations, and other practices to help stimulate instructors' development of creative and innovative techniques for applying PBL in the Humanity course. The Humanity PBL community's work has led to the development of five PBL programs for teaching the Humanity course, framed as a life-education course. Three of these are gender-equality programs, and two are career-exploration programs. Six periods of extensive discussion not only enhanced teaching effectiveness among those teaching humanistic courses but also improved the administrative efficiency of our team's teaching of the Humanity course. Then, those five PBL programs for teaching the Humanity course were implemented in 36 classes, from September 2016 to January 2017. Quantitative and qualitative data of students were obtained immediately after the class to assess the effectiveness of learning. The results of this study will be used as a reference for the future use of PBL teaching in life education curriculum.

並列關鍵字

general education ； humanity course ； problem-based-learning (PBL) ； teaching program of gender equality ； teaching program of career exploration

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大學「人文精神」通識課程中運用PBL創意教學之實施成效

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