「閱寫課程」應用PBL問題導向於自學力之展現

大學國文課程的培養可歸結為閱讀與寫作能力的提升，本文以高等教育的「閱寫課程」為討論，針對教學現場所面對的問題，運用PBL問題導向學習之教學設計，以案例討論為核心、以學習者為主角，由教師的輔助、引導者立場，探討學習自學力之展現。先就通識國文之主題式課程，說明「閱寫課程」的共同教學目標，與個人化教學的設計，歸納國文課程所面臨的困境和挑戰，進而由PBL之發展起源與應用情況，探討原用於醫學案例的分析，如何過渡至人文類別的教材教法。再從問題導向的教案選取、引導設計，以及到課程進行時的小組討論、成果分享，課後之學習反饋、知識建構的循環步驟，得知學生透過PBL方法於閱寫課程的訓練，最大的成效即在於自我學習之習慣與能力的建立，因此以「自學力」做為學習成效的探討指標，由師生角色轉變的定位，讓學生得知在課程中所承擔的責任，體會完成任務所獲得的成就感。PBL以問題導向的學習方式，使學生在透過討論建構起處理問題時所應奠定的先備知識，找出相關問題並分析應具備哪些技能，分工搜尋資料並整合比對，從而提出因應策略，在小組溝通協調後歸結解決方法，參與者在討論和凝聚共識的過程中進行獨立思考、團隊合作，而此進程即是受教者「自學力」之實踐與展現。

關鍵字

PBL問題導向學習；自學力；閱寫課程；教學實踐

並列摘要

The cultivation of Chinese language courses in universities can be attributed to the improvement of reading and writing skills. This article discusses the ＂reading and writing courses＂ of higher education. Aiming at the problems faced by the teaching site and design of Problem-Based Learning(PBL) is used, and case discussions are used as examples. With the learner as the protagonist, explores the display of self-learning ability. This article firstly discusses the common teaching goals of the ＂reading and writing courses＂ and the design of personalized teaching on the PBL of general Chinese language courses, and summarizes the difficulties and challenges faced by the Chinese language courses, and then discusses the origin and application of PBL Originally used in the analysis of medical cases, how to transition to the teaching methods of the humanities category. From Problem-Based learning and teaching plan selection and guiding design, to group discussions during the course, sharing of results, feedback on learning after class, and the cyclical steps of knowledge construction. We learned that the greatest effect of students' training in reading and writing courses through PBL is It lies in the establishment of self-learning attitude and ability. So that, the ＂self-learning ability＂ is used as the study of learning effectiveness. The role of teachers and students is changed to let students know their responsibilities in the course and experience the sense of accomplishment in completing tasks. Problem-Based Learning method to allow students to construct their own prior knowledge in dealing with problems in the process of discussion, identify related problems and analyze which skills they should have. The students work together to search for information and compare them, put forward corresponding strategies together, and propose solutions after communication and coordination. Therefore, students can think independently and cooperate in teams during the process of participating in discussions and building consensus. The above process is what students practice and demonstrate for self-learning ability.

並列關鍵字

PBL Problem-Based Learning ； self-learning ability ； reading and writing Course ； teaching practice

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