師資職前教育師培生進行問題引導學習之課程設計與實施研究

A Study on the Process of Facilitate Pre-service Teacher Education Students to Design and Implement PBL

以問題作為課程與教學之主張在二十世紀美國課程史上已有改革呼聲，而國外在小學、中學、大學與師培機構等各個學習階段運用問題引導學習（ PBL）之相關研究亦為數不少。臺灣當今強調課程改革與教學創新之際， PBL常被視為策略之一，然而，引導師資職前教育之師培生學習並運用 PBL實際教學的研究文獻卻少見，但是發展課程與教學革新之思維不宜忽略職前教育階段。本研究之目的旨在引導修習師資職前教育之師培生進行問題引導學習的設計與實施，以瞭解歷程經驗與困難。為達研究目的，本研究採文獻探討與行動研究，採用量化與質性工具和觀察進行資料蒐集。歷經 7個月，本研究提出三項結論：（一）引導師培生進行 PBL學習與實施歷程體現「做中理解」實作取向精神。（二）運用 PBL的實作教學，師培生展現了從「概念化」至「理解」的教育專業成長歷程。（三）師培生進行 PBL實作教學，出現對班級文化脈絡掌握度的落差。根據研究結論，本研究建議宜建立大學與小學之合作夥伴關係，以期提供師資職前教育師培生持續性地建構 PBL或其他教學創新之真實經驗與理論應用機會。

The design of the problems that were used in curriculum and teaching played an important reform in curriculum history of American. A number of English literatures indicated that how PBL were implemented from k12 to higher education. Even during this present of curriculum reform and teaching renovations in Taiwan， there was few studies about how best to facilitate pre-service teacher education students to design and implement PBL within real elementary classrooms. The main purposes of this study was to investigate the process of pre-service teacher education students design PBL and examined what were the effect and difficult. In order to get the purposes， literature review and action research were applied in this study. Results suggested that the approach of ‘ understanding by doing ’ teacher education provided the educational profession growth from conceptualization to understanding， and that there was a gap in the pre-service teacher education students’ knowledge of classroom cultures. The suggestion was that in order to enhance the quality of pre-service teacher education， it is necessary to construct the cooperation between university and elementary schools.