大學階段國際關係課程之教學實踐行動研究：翻轉教學與問題導向學習的運用

International Relations Teaching as Case Study for Pedagogical Research in Social Science Program

近年高等教育環境快速轉變，學生學習動機與學習成效普遍下滑，社會科學基礎課程傳統以理論講授與單向知識傳遞為主的教學模式，未能有效回應新世代的學習需求。該困境在先備知識不足、學習成就相對弱勢之學生中尤為明顯。為改善傳統模式在培養理解與應用能力方面的侷限，本研究以離島教學型大學之「國際關係」課程為場域，採行動研究方法對學習興趣不足之核心教學問題，設計結合翻轉教學與問題導向學習的課程模式，經課堂觀察、學生回饋、教學調整循環及前後測與多元評量進行成效檢驗。研究結果顯示，該創新教學模式能有效提升弱先備知識學生之學習興趣、課堂參與度與自主學習意願及理解內容皆有正面效果。然而，對社會科學理論架構之整體知識建構，尚待未來研究聚焦於成效評量機制之優化，以確切檢驗翻轉教學與問題導向學習在社會科學課程中的長期效益。

In recent years, the landscape of higher education has undergone rapid transformation, accompanied by a general decline in students’ learning motivation and academic performance. Traditional instructional approaches in foundational social science courses — characterized by theory-centered lecturing and one-way knowledge transmission — have proven insufficient in addressing the learning needs of a new generation. This challenge is particularly evident among students with limited prior knowledge and comparatively weaker academic achievement. To address the limitations of traditional pedagogy in fostering conceptual understanding and applied competencies, this study adopts an action research approach in an “International Relations” course offered at a teaching-oriented university on an outlying island. Targeting the core issue of low learning interest, the study designs a course model integrating flipped learning and problem-based learning (PBL). Through classroom observation, student feedback, iterative instructional adjustment, and pre-/post-tests supplemented by multiple assessment measures, the study examines changes in learning outcomes. The findings indicate that this innovative teaching model effectively enhances the learning interest, classroom engagement, and self-directed learning motivation of students with weak prior knowledge, while also yielding positive effects on their content comprehension. However, evidence regarding students’ holistic knowledge construction of social science theoretical frameworks remains limited. Future research should therefore focus on refining assessment mechanisms to more rigorously evaluate the long-term effectiveness of flipped learning and PBL in social science education.