本研究主要探究問題導向學習應用於技術型高中園藝課程教學之情形，採行動研究法，針對高雄市某技術型高中三年級學生23人作教學觀察，輔以文件資料、錄音錄影及研究者札記等工具，進行資料蒐集與文件分析。本研究探討問題導向學習實施的教學歷程、遭遇的困難及解決的行動策略與研究者在本行動研究過程中的教學反思。研究中將學生分為4組，以相同的課程設計進行不同的歷程分析，利用本國過剩農產品問題引導學生進行自家農產品的行銷與包裝。
在4組的研究當中，第1組運用過剩農產品問題連結自家栽種的蘆薈，研究中發現第一組並無法連結成功案例於自家作物，研究者運用問題導向學習中的情境學習連結問題，發現有良好的成效；第2組運用過剩農產品問題連結自家栽種的香蕉，開發農產品當中，研究者發現自身專業度無法指導香蕉千層蛋糕的製作，於是運用研究場域的優勢，偕同西餐教師協同教學，成效良好；第3組運用過剩農產品問題連結自家栽種的梅子，經過分析問題後發現以自身資源並無法解決問題，於是尋求校外資源，將包裝設計理念實體呈現：第4組運用過剩農產品問題連結自家栽種蘿蔔，學生於學習歷程中，運用問題導向學習法並無良好成效，研究者認為學生無法適應問題導向學習法。
根據本研究結果，透過問題導向學習的教學歷程中，研究者歸納學生學習成效如下：
1.學生在學習認知上能分析自家農產品問題與優缺點。
2.學生在技能上已學會如何加工農產品、品牌設計與包裝。
3.學生在情意上能透過分享與討論學習知識。
研究遭遇的相關問題中，最主要是學生習慣傳統教學法，無法適應問題導向學習法，研究者認為引導者需多加應用問題導向學習中的情境學習與合作學習，加強學生與問題之間的連結。研究者認為問題導向學習相當成功，但也有值得省思的幾個問題，故依此提出幾點建議：
1.教師雖然身為引導者，課程進行上還是要具備相當的知識觀念，若專業職能不足，建議邀請專業教師進行協同教學。
2.本課程就課程設計上較為多元，課程時間安排上較為緊湊，建議與其它課程進行配合，以利教學流程順暢。
3.並非所有學生適合問題導向學習，建議引導者善用情境學習與合作學習，讓學生更融入學習情境，並引導學生進行職能分工。

This study mainly explores the problem-based learning applied to the teaching of technical high school horticultural courses, and adopts the action research method to teach 23 students of a technical high school third-grade student in Kaohsiung City, supplemented by documents, audio and video recordings and research notes, data collection and document analysis. This study explores the teaching process of problem-based learning implementation, the difficulties encountered and the action strategies to be solved and the reflection of the researchers in the course of this action research. In the study, students were divided into 4 groups, and different course analysis was carried out with the same curriculum design. Students were used to guide the students to carry out marketing and packaging of their own agricultural products.
In the four groups of studies, the first group used the problem of surplus agricultural products to link their own aloe vera. In the study, the first group was unable to link the success stories to their own crops. The researcher used the situational learning link in problem-based learning have good results; the second group used the problem of surplus agricultural products to link their own bananas. In the development of agricultural products, the researcher found that his professionalism could not guide the production of banana layer cakes, so he used the advantages of the research field to coordinate teaching with Western food teacher. The third group used the problem of surplus agricultural products to link their own plums. After analyzing the problems, they found that they could not solve the problem with their own resources. Therefore, they sought out the extra-curricular resources and presented the packaging design concept entity. The fourth group used the problem of surplus agricultural products to connect with their own radish, students use the problem-based learning method in the learning process has not been effective, the researcher believe that students can not adapt to the problem-based learning method.
According to the results of this study, through the process of problem-based learning, the researcher summarized the learning outcomes of students as follows:
1. Students can analyze their own agricultural products problems and advantages and disadvantages in their learning and cognition.
2. Students have learned how to process agricultural products, brand design and packaging in terms of skills.
3. Students can learn and share knowledge through sharing and discussion.
Among the related problems encountered in the research, the most important is that students are accustomed to the traditional teaching method, and can not adapt to the problem- based learning method. The researcher believe that the guide needs to add context-based learning and cooperative learning in the application-oriented learning to strengthen the connection between students and problems. Researcher believe that problem- based learning is quite successful, but there are also several questions worth pondering, so several suggestions are made accordingly:
1. Although the teacher is a guide, the curriculum must still have considerable knowledge. If the professional functions are insufficient, it is recommended to invite professional teachers to conduct collaborative teaching.
2. This course is more diverse in terms of curriculum design, and the course schedule is more compact. It is recommended to cooperate with other courses to facilitate the smooth teaching process.
3. Not all students are suitable for problem-oriented learning. It is recommended that guides make good use of situational learning and cooperative learning, so that students can be more integrated into the learning situation and guide students to carry out functional division of labor.

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