問題本位學習模式應用於國小資優班學生參與在地活動－以全中運英雄宴菜單設計為例

本研究採用工具型個案研究，針對國小三年級一般智能資優資源班學生，以跨領域及統整特殊需求領域的方式設計為期八週、每週二節課之創造力課程，教導學生更認識在地人文產業。研究者以全國中等學校運動會為例，透過問題本位學習（Problem-Based Learning, PBL）賦予學生任務，使其將理論與實務互為體用，展現地方特色，體驗另一種貼近在地文化、參與產業的學習方式。研究者採持續比較法針對教學觀察紀錄、協同教師訪談、學生訪談紀錄、學習單及學生作品等資料加以分析，結果如下：一、學生能透過PBL培養主動探索的態度以啟動自主學習；即使僅有三年級，卻能在弱結構問題的引導下，在「問、思、體驗」中逐步完成「運動員菜單設計」任務。二、PBL主題式課程可讓原本具殊異性的資優生學習溝通，並以夥伴擅長之能力進行分工，從而讓「運動員菜單設計」充滿熱帶地區食材應用之多樣性與創意。三、在PBL任務完成的過程中，學生學科能力能跨域整合，並聯結特殊需求領域目標，讓學習面向更加多元充實。最後，本研究提供相關建議，供實務之參考。

關鍵字

問題本位學習模式；資優生；在地活動

並列摘要

This instrumental case study used interdisciplinary and integrated approaches on special-needs areas to design an eight-week, two-session per week creativity course to teach third-grade elementary school gifted students to better understand the local humanities industry. Taking the National Middle School Athletic Games as the scenario, the teacher assigned tasks to students through Problem-Based Learning (PBL), enabling them to explore local characteristics by theory-practice combination, and to experience another learning style through the participation in local culture and industry. This study employed the continuous comparison method to analyze records of teaching observation, co-teacher interviews, student interviews, worksheets, and student works. Results are as follows: (a) Students can develop an attitude of active exploration through PBL to start independent learning. Although they are only in third grade, they can follow the guidance of weakly-structured questions and gradually use the "ask, think, and experience" strategy to complete "the athlete's menu design" task. (b) The PBL theme-based course allow gifted students with different characteristics to learn to communicate with one another and share labor based on their superior abilities, making the menu-design task full of diversity and creativity in the application of tropical ingredients. (c) In the process of PBL task completion, students' subject abilities can be integrated across domains and linked to the goals of special needs areas, making learning more diverse and enriching. Finally, this study provides relevant suggestions for practice.

並列關鍵字

gifted students ； local activities ； Problem-Based Learning (PBL)

參考文獻

張世彗 (2009)。問題本位學習與資優生。國小特殊教育，48, 1-12。https://doi.org/10.7034/SEES.200912.0001

Gallagher, S. A., & Gallagher, J. J. (2013). Using problem-based learning to explore unseen academic potential. Interdisciplinary Journal of Problem-Based Learning, 7, 111-131. https://doi.org/10.7771/1541-5015.1322

Johnsen, S. K. (2021). Problem finding and solving. Gifted Child Today, 44(3), 121-121. https://doi.org/10.1177/10762175211008726.

VanTassel-Baska, J., & Brown, E. F. (2007). Towards best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 342-358. https://doi.org/10.1177/0016986207306323

VanTassel-Baska, J. (2013). Curriculum issues: Curriculum, instruction, and assessment for the gifted: A Problem-Based Learning scenario. Gifted Child Today, 36(1),71-75. https://doi.org/10.1177/1076217512465289

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