教師成長社群實施「問題導向學習」課程之行動研究：以中部某科技大學為例   免費試閱

An Action Research on the Problem-Based Learning Curriculum Implemented by a Teacher Professional Development Community

本行動研究之目的在探討中臺科技大學「問題導向學習」（PBL）的教師教學專業成長社群如何進行組織與運作，以達到課程發展與實踐的過程。研究者於2010年2月至2012年1月期間，透過組織問題導向學習的教師教學專業成長社群，發展教師的專業知能，進而共同規劃及實施「人類發展學」PBL課程。藉由系統性資料蒐集，深入了解PBL課程實施成效，進而發展一套適合於科技大學推動PBL課程的模式，建議作法如下：一、掌握有助於教師成長社群推廣PBL理念於課程的成功策略；二、社群召集人必須充分了解校內及校外的資源，運用毅力、圓融的溝通能力，方能推行PBL的理念與實務；三、重視社群學習型組織合作的力量，從下而上展現主動改變的熱忱；四、透過學校網站或播客系統分享平台，正向宣揚PBL的理念；五、持續尋求校方高層主管的認可，建立從上而下的永久機制。

The purpose of this action research is to discuss how a Teacher Professional Development Community in Central Taiwan University of Science and Technology organize and implement a Problem-Based Learning (PBL) curriculum. The researchers worked with members of PBL Teacher Professional Development Community from February 2010 to January 2012. We developed professional PBL skill and then planned out and implemented a “Human Development” PBL curriculum. Through systematic data collection, effects of the PBL curriculum were deeply understood. Thereby develop a model suitable for technology universities to promote PBL curricula. The suggestions are as follows: 1.Grasp successful strategies to help the Teacher Professional Development Community promote PBL curricula. 2.Community convener must fully understand the resource in and out the school and use perseverance and skillful communication ability to promote PBL idea and practice. 3.Value the strength of group learning organization and express the enthusiasm of changing from bottom up. 4.Share the PBL idea through school website or broadcast system platform. Look for the approval of the school authority and establish a permanent mechanism from top down.