運用PBL在商學課程之成效及困難研究－以「企業概論」課程為例

為了縮減學用落差，本研究針對「企業概論」進行課程改造，採用「問題導向學習」（Problem-Based Learning, PBL）、服務學習（Service Learning）方式，讓學生真實經歷、體會企業的運作與問題解決。為瞭解PBL在該課程實施之成效、困難及適用性，本研究分析該課程教學評量之量化資料，學生對於課程教師各面向的表現、總體滿意度、PBL教學法，皆給予相當高的評價；在學習成效方面，學生表示該PBL課程有助於他們的批判思考能力、自學能力、如何參與討論，認為學習很多、值得選讀；此外，根據教學評量之質化資料、學生每週繳交之「心得作業」，本研究歸納、分析了學生所反應之正面、負面意見以及遭遇的困難。本研究主要結論如下：（1）PBL教學法相當適用於商學領域；（2）PBL可為學生帶來多重學習成效；（3）PBL可讓學生提早學習面對、解決「真實、動態」的問題；（4）要改變學生的學習慣性、學習模式，PBL才有機會成功；（5）要設計「小組參與程度透明」反應機制、降低「社會賦閒」現象的影響，PBL才有機會成功；（6）教師必須將自己定位成為一位輔導者，PBL才有機會成功。

關鍵字

問題導向學習；服務學習；學習成效；教學實踐研究；教學設計

並列摘要

In order to reduce the gap between learning and use, this study has reformed the compulsory course ＂Introduction to Business＂ and adopted Problem-Based Learning (PBL) and Service Learning to enable students to experience the operation and problem solving in the enterprise. For understanding the effectiveness, difficulties and applicability of PBL in the course, this study analyzes the quantitative data of the teaching evaluation of the course. Students gave a very good evaluation in the performance of teacher, overall satisfaction of course, and PBL teaching methods. In terms of learning effectiveness, students stated that the PBL course is helpful for their critical thinking ability, self-learning ability, and how to participate in discussions; they also indicated that they have learned a lot from this course, and this course is worthy of studying. In addition, according to the qualitative data of teaching evaluation and students' weekly homework, this study analyzes the positive and negative opinions and difficulties encountered by students. The main conclusions of this research are as follows: (1) PBL is quite suitable for the courses of business field; (2) PBL can bring multiple learning effects to students; (3) PBL can enable students to learn early to face and solve the ＂real, dynamic, changing＂ problem; (4) PBL will be successful if the learning inertia and learning model of students are changed; (5) PBL will be well applied when the mechanism of ＂transparency of individual participation in group＂ is designed to reduce ＂social leisure＂ phenomenon; (6) Teachers must treat themselves as a mentor who understands the problems encountered by students' PBL.

並列關鍵字

Problem-Based Learning ； Service Learning ； Learning Effectiveness ； Teaching Practice Research ； Instructional Design

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