二循環PBL於特殊幼兒教育概論之實踐歷程

The Implementation Process of Two-Cycle Problem-Based Learning in Early Childhood Special Education

This action research explores the implementation of problem-based learning (PBL) in the course: the Introduction to Early Childhood Special Education. Involving 67 junior in one university, the course instruction can be divided into four stages: knowledge construction, case discussion, knowledge transformation, and integration. Two PBL cycles are implemented to include the above 4 stages. The research methods include questionnaires, interviews, reflective diaries and document analysis. The findings reveal students’approval of PBL. PBL stimulates their motivation to learn, enhances their understanding of special needs children, and foster their acquisition of counseling strategies. The study shows PBL is a valuable teaching approach in early childhood special education, and some recommendations are provided for future implementation.