問題導向學習－後京都時期全球化之能源與社會永續發展

PBL-The Energy and Society of Sustainable Development on the Post-Kyoto for Globalization

黃富昌(Fu-Chang Huang) ； 鍾愛(Ay Jong) ； 張陳基(Chen-Chi Chang)

《南亞學報》 30期 (2010/12) Pp. 157-170

https://doi.org/10.6989/JN.201012.0157

摘要

在全球化競爭，因應知識經濟時代，學生更須充分具備學習的積極意願與就業技能。不論未來技職教育如何的轉型，賦予學生「獲得知識的能力」將是最大的挑戰，也就是說「學習如何學習」將是各類型技專校院學生學習的主軸。有鑒於「永續發展」對於國家、社會、地方、學校以及產業界的重要性，如何培育有創新力、有企圖心、有國際觀的e世代青年，如何培養年輕人的就業能力、生活能力、正確的社會價值和品質觀，使學生關心所處的環境及培養對社會的責任感，成為一個有深度學養與就業競爭力的未來公民。本課程嘗試在課程設計中添加PBL學習元素，讓教師重新審視課程設計與教學模式，改變自己的課程觀、教學觀和知識觀；學生加深加廣自我的學習能力，並加強生涯認知與試探，建立正確的工作價值觀，達到主動學習、合作學習的目的，增進學生跨科技整合與問題解決能力，以培養能解決問題的專業技術人員。同時將課程相關資料，整理編撰成13單元之「非同步教學教材」，置於e-learning網路學園教學平台，讓學習不受時間、空間之限制，擴大學習成效。從學習前、後測之分析結果，顯示採用PBL教學對同學之學習有顯著的助益，值得持續進行，擴大學習成效。

關鍵字

永續發展 ； 問題導向學習

並列摘要

Problem-Based Learning (PBL) is different from the traditional teaching method, the strategy is focus on students. The course is centered on the students who decide what to learn themselves. By using group discussions, it initiates students' motivations to seek for knowledge actively, and improves their learning efficiency. This study explores the application of the PBL approach to the general course of college students, and investigates its practicalities. Based on the analysis of qualitative as well as quantitative data collected during the PBL teaching experiment, and shares the observation of teaching and learning experiences generated in the experiment and proposes some advice to the prospective teachers and researchers who are willing to apply the PBL approach in the related field. The research found: PBL was effective to make a chance to share and discuss with peers and enhance students' mind via other tutors' identification. And this curriculum can cultivate students' abilities of multi-thinking, interpersonal intelligence, and solving problems.

並列關鍵字

sustainable development ； problem-based learning(PBL)