爲什麼行動？解決什麼問題？－以行動或問題爲導向的通識課程理念與實踐

Why Take Action and What Problems Should Have Been Resolved?: Ideas and Practices of Implementing General Education Programs Through Action Learning or Problem-Based Learning

黃俊儒(Chun-Ju Huang)

《通識教育學刊》 6期 (2010/12) Pp. 9-27

https://doi.org/10.6360/TJGE.201012.0009

摘要

以行動或問題爲導向的通識課程設計，是近年來國內通識教育改革運動中，極受重視的一項教學理念。這樣的教學理念強調「做中學」的精神，除了鼓勵透過實際的行動來印證相關的知識外，並與通識教育中科際整合的精神十分契合。然而在實際執行的過程中，卻也常常會有許多意義上的混淆及迷思。
有鑑於此，本文透過相關文獻的回顧，勾勒出以行動或問題爲導向的理念在通識教育場景中的實際運用原則。並透過「科學、新聞與生活」這一門通識課程實施過程的對照檢視，嘗試體現出以行動或問題爲導向的理念在實作層面上的具體樣貌，期能對於通識教育的永續推動有所助益。

關鍵字

行動學習 ； 問題導向學習 ； 通識教育 ； 科際整合

並列摘要

”Action learning (AL) and problem-based learning (PBL)” are very useful concepts that apply to the general education program, especially during recent years of general education reform in Taiwan. These concepts emphasize ”learning by doing” and also match the interdisciplinary features within general education. But, there are still many confusing and misunderstood conceptions while practicing real procedures.
This article proposes to discover precise rules while practicing AL and PBL in a general education classroom after reviewing related literatures. Furthermore, we will also attempt to demonstrate the concrete steps needed to apply AL and PBL. We hope to accomplish this by contrasting the implementation of the ”Science, News and Life” class. The conclusions should benefit the sustainable development of general education in Taiwan.

並列關鍵字

act ion learning ； problem-based learning ； general education ； interdisciplinary features