運用問題導向學習於跨領域學習課程之教學實踐研究

The Teaching Practice Research on Applying Problem-Based Learning in the Interdisciplinary Learning Courses

張媛甯(CHANG, Yuan-Ning)

《教育理論與實踐學刊》 44期 (2021/12) Pp. 1-28

https://doi.org/10.7038/JETP.202112_(44).0001

摘要

本研究探討問題導向學習（PBL）融入跨領域學習課程的教學實踐歷程，以了解教學策略的適合性及對學生學習的影響。本研究採取個案研究法，研究對象來自不同學院修習「金融市場與商品設計」課程的58位日間部大三學生，藉由授課教師的課堂觀察與省思札記、學生學習回饋等質性資料蒐集，並透過量化問卷前後測調查比較學生在實施PBL前後的經驗與感受之差異，探討PBL的教學實踐歷程及其對學生學習成果之影響。研究發現，學生在「學習動機與態度」、「同儕互動與合作」、「學習目標與內容」和「教學設計與策略」四層面前後測問卷中均呈現顯著差異；質性資料也顯示，將PBL融入跨領域學習課程的教學實踐歷程，能有效提升學生對課程內容的了解及培養其問題解決的能力，並激發學生學習動機與態度而促進自主學習，以及提升跨領域學習者應具備的溝通協調、人際關係、團隊合作等核心素養，而教師在教學實踐過程中亦透過課堂觀察與學生回饋持續進行教學反思以精進教學。

關鍵字

跨領域學習 ； 問題導向學習 ； 教學實踐研究

並列摘要

The purpose of this study applied the PBL into teaching practice in order to understand the process of teaching practice, and its influences on student learning. A case study was conducted on 58 students who came from different colleges and enrolled in ＂Financial Market and Commodity Design＂ course. Employing questionnaires to compare differences of the viewpoints of undergraduate students before and after the implementation of the PBL, and collecting researcher's observation, reflection notes, and student learning feedbacks, this study explored the process of the teaching practice and the impact of the PBL on students' learning outcomes. The following conclusions were revealed that students showed significant differences in all four dimensions including learning motivation and attitude, peer interaction and cooperation, learning objectives and contents, and teaching design and strategy. According to qualitative data, applying the PBL in the course could effectively improve students' understanding of course content and cultivate their problem-solving skills, and also stimulate students' learning motivation and attitudes to promote their self-directed learning, and enhanced the core competencies including communication and coordination, interpersonal relationships, teamwork that interdisciplinary learners should have. Moreover, teachers continuously reflected on teaching through classroom observation and student feedback to enhance teaching quality.

並列關鍵字

interdisciplinary learning ； problem-based learning (PBL) ； teaching practice research

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