問題本位學習的理論基礎與教學歷程

The Theoretical Background and Teaching Process of Problem-Based Learning

楊坤原(Kun-Yuan Yang) ； 張賴妙理(Miao-Li Changlai)

《中原學報》 33卷2期 (2005/06) Pp. 215-235

https://doi.org/10.6358/JCYU.200506.0215

摘要

爲培養適應知識經濟時代的生活與職埸所需之公民，科學教學應著重於使學生能深入了解科學知識、發現科學知識與真實世界的相關性並透過主動探究和合作學習等途徑，使學生學會如何將科學知識和過程技能應用於推理與解題。在各種科學學習（教學）模式中，以問題本位學習最能符合此一目標之所需。本文旨在闡述問題本位學習的理論背景與教學歷程，共分七段。第一段先介紹問題本位學習發展的背景，其次說明問題本位學習的意義，接著剖析問題本位學習所依據的理論基礎，第四段歸納出問題本位學習的五項特徵，第五段詳列問題本位學習的教學模式和教學歷程，第六段則歸納PBL的功能及其實證研究的結果。最後則提出結語。根據一些實施問題本位學習之研究指出，此模式確能提升學生的學習動機，增進其對科學知識的了解，促進進行小組合作和科學解題的思考與技能，是一值得採行的科學教學與學習模式。

關鍵字

問題本位學習 ； 教學模式 ； 科學探究過程 ； 科學學習

並列摘要

To cultivate the citizen who can adapt the requirements of lives and vacations in the knowledge-based economic times, science instruction has to make students to understand science knowledge deeply, find the relation between science knowledge and real world, and how to apply science knowledge and process skills to reason and solve problems through active inquiry and cooperative learning. Problem-based learning (PBL) is the best learning (teaching) model to achieve these goals than others. The purpose of this article is to describe the theoretical background and learning process of PBL. Seven sections are included in this article. The first section is to introduce the history of PBL. The definition of PBL is explained in the second section. Four learning perspectives about the basis of PBL are analyzed in the third section. The fourth section contains five characteristics of PBL are induced from some authors. The patterns of teaching models and steps of learning process of PBL are listed in the fifth section completely. The sixth section concludes functions and empirical results of PBL. Final is a concluding section. According to the findings of researches about PBL, we suggested that it is beneficial to use PBL model for science teaching and learning.

並列關鍵字

Problem-based learning ； teaching model ； science inquiry process ； science learning