- 期刊
運用PBL於輔導活動教材教法課程之教學實踐與成效評估研究
A Research on Prospective Teacher's Teaching Method Curriculum of Guidance Activity in Integrative Activity Learning Field by Applying Problem-Based Learning
摘要
本研究探討問題本位學習法運用於「輔導活動教材教法課程」之實踐歷程、了解師資生之學習成效。研究者於109學年度上學期以行動研究法，進行為期18週之教學研究，共招募16位有意願之師資生，參與「問題本位學習法」運用於「輔導活動教材教法課程」之教學實踐。研究者運用三個案例問題，透過教學省思、PBL學習歷程檔案、師資生PBL運作表現自我評估表」，「教學觀察檢核表」、個別訪談等資料蒐集，評估研究成果。研究發現：一、採用三種案例問題的PBL教學能增進師資生問題解決能力與專業成長。二、經過三次PBL案例學習歷程後，師資生在問題解決能力、教學知識建構、同儕溝通互動、團隊合作學習等四個面向有明顯的進步，其在教學實務能力的表現也獲得同儕肯定。三、PBL能協助師資生完成教案撰寫，增進教學實務知能，獲得多元的能力。最後並針對研究結果提出省思及建議，期能提供其他教育工作者參考。
並列摘要
The purpose of the study was to investigate the teaching process of a pre-service teachers' Guidance Activity Curriculum in Integrative Activity Learning Field using the problem-based learning (PBL). In the first semester of 2020, 16 pre-service teachers were selected to attend the operating courses of problem-based learning. The study adopted Action Measure. The teaching practice research program lasts for 18 weeks. The researcher intended to amend the ＂problem-based learning case＂ and the ＂problem -based teaching process＂ based on the research results of teaching practice. During the research, the interactions between the pre-service teachers while they participating problem-based learning were recorded in the operating courses. The pre-service teachers also be tested with ＂The Inventory of self-evaluation on PBL operations＂ three times and ＂Checklist of the teaching observes＂ one time. The findings of this study were as follows. First, the teaching of three kinds of case problems can enhance students' problem-solving ability and professional growth. Second, after three PBL case studies, Students have made significant progress in the four aspects of problem-solving ability, teaching knowledge construction, peer communication and interaction, and teamwork learning. Their performance in teaching practical ability has also been recognized by their peers. Third, PBL can assist students in completing lesson plans, enhancing the knowledge of teaching practice and acquire diverse abilities. Finally, the researcher puts forward reflections and suggestions on the research results.
延伸閱讀
- 徐靜嫻、林偉人（2016）。應用改良式PBL建立師資生教學設計知能與一般性能力之研究。教育科學期刊，15(1)，1-30。https://www.airitilibrary.com/Article/Detail?DocID=16808444-201606-201609290026-201609290026-1-30
- 劉毓芬（2013）。PBL應用於通識課程問題設計研究－以資訊素養與倫理課程為例。通識學刊：理念與實務，2(2)，225-240。https://doi.org/10.6427/JGECP.201306_2(2).0012
- 徐靜嫻（2013）。PBL融入師資培育教學實習課程之個案研究。教育科學研究期刊，58(2)，91-121。https://www.airitilibrary.com/Article/Detail?DocID=2073753X-201306-201307250001-201307250001-91-121
- 趙曉美（2020）。Teaching Practice Research on Cultivating ＂Teacher-made Achievement Test Ability of Elementary School Pre-service Teachers through Experiential Learning。教育研究與實踐學刊，67(1)，1-35。https://doi.org/10.6701/JEPR.202006_67(1).0001
- 羅家玲（2021）。A Practical Study of Integrating Classroom Observation Training and Self-Regulation Learning Strategies into Guidance Activity Teaching Practicum。師資培育與教師專業發展期刊，14(1)，63-89。https://doi.org/10.3966/207136492021041401003