深度「學習」與深度「教學」：結合問題導向學習與認知學徒制（PBL＋CA）的教學模式之探究

本研究的主要目的，在建立一個可以讓學生深度學習及讓教師深度教學的教學模式。為達此研究目的，本研究採理論分析法，分別針對問題導向學習及認知學徒制進行相關概念分析，並發現問題導向學習的教學策略可以讓學生進行深度的學習，而認知學徒制足以讓教師進行深度的教學，且結合此二者，更得以讓學生深度學習及讓教師深度教學。據此，本研究提出一個結合問題導向學習與認知學徒制的教學模式：在本模式中，每個議題共上課5次（每次連續上2節）；第一次上課的重點為「教師安排待解決的真實性問題」與「小組成員討論與剖析問題」；第二次上課的重點為「小組成員蒐集及分享相關資訊」（或包含「小組成員產生適切的想法或答案」）；第三次上課的重點為「小組成員提出問題的報告」；第四次上課的重點為「授課教師運用認知學徒制向學生示範與闡明所探討議題的做法及其背後的想法」及「各組學生根據教師的示範與闡明，而針對自己原先的做法進行討論（檢討異同及重新修正原有作法）」；第五次上課的重點為「各組學生向教師示範與闡明其修正後的做法及背後的想法」、「授課教師針對各組學生的做法及背後想法予以回饋或指導」及「學生在輔導活動之後撰寫省思日誌，授課教師予以回饋」。在第五次上課結束後，教師可請學生於課後進行「學習評估與省思」。

關鍵字

問題導向學習；認知學徒制；教學模式

並列摘要

The main purpose of this research is to establish a teaching model that allows students to learn in depth and teachers to teach in depth. In order to achieve this purpose, this research adopts the theoretical analysis method to analyze the relevant concepts of problem-based learning and cognitive apprenticeship, and finds that the teaching strategy of problem-based learning can enable students to conduct in-depth learning, and cognitive apprenticeship allow teachers to teach in depth. Combining these two teaching modes allow students to learn in depth and teachers to teach in depth. Accordingly, this study proposes a teaching model that combines problem-based learning and cognitive apprenticeship: in this model, each topic is taught 5 times (2 sessions in a row each time); the focus of the first class is "teachers arrange unresolved authenticity issues" and "group members discuss and analyze problems"; the focus of the second class is "group members collect and share relevant information" (or include "group members generate appropriate ideas or answers"); the focus of the third class was "reports on questions raised by group members"; the fourth class focused on "teachers using cognitive apprenticeship to demonstrate and clarify to students the practices and ideas behind the issues discussed" and "students in each group discuss according to the teacher's demonstration or clarification (reviewing the similarities and differences and revising the original practices)"; the focuses of the fifth class were "students in each group demonstrate and clarify their revised practices and ideas to teachers", "teachers give feedback or guidance on the practices and ideas behind each group of students", and "students write reflection logs after tutoring activities, and teachers give feedback". After the fifth class, teachers may invite students to conduct "Learning Assessment and Reflection" after class.

並列關鍵字

problem-based learning ； PBL ； cognitive apprenticeship ； teaching model

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