從提問到社會行動：問題導向學習融入通識跨模組課程之教學實踐與省思

From Inquiry to Social Action: Teaching Practice and Reflection on a Modular PBL Curriculum in General Education

為了提昇學生行動層面的學習成效，本研究以慈濟大學通識課「性別與當代臺灣家庭」為教學實踐課程，期望透過質性研究，探究PBL如何融入大學通識課程的跨模組課程，以支持學生發展社會行動的能力。研究結果：一、將PBL融入提問機制、差異化指導，有助提升學生問題意識與問題解決能力；二、以PBL促發劇場之發想與演繹，有助學生提升同理心且看見社會力；三、支持學生再啟問題意識，有助賦權學生並發展轉型的PBL社會行動。本研究的首要貢獻在於提出一種跨模組的PBL通識課程設計。此外，本研究創新實踐了「非分組型態」也能促進同儕有機連結。然而，一對一指導帶來的成本較高，更適合修課人數可控管的課程。

This qualitative study, situated in the Tzu Chi University general education course “Gender and Contemporary Taiwanese Families,” examines how problem-based learning (PBL) can be integrated into the design of a cross-module general education curriculum. The findings indicate that: (1) embedding PBL within structured questioning mechanisms and differentiated instruction enhances students’ problem awareness and problem-solving capabilities; (2) using PBL to stimulate the ideation and enactment of Applied Theatre fosters students’ empathy and helps them recognize pathways for social agency; and (3) supporting students to re-activate their problem consciousness empowers them and facilitates transformative, action-oriented PBL social actions. The study’s primary contribution is a cross-module PBL design for general education. In addition, this study demonstrates that a non-grouping approach can organically cultivate peer connections and mobilize social action. A practical limitation concerns the high resource demands of one-to-one guidance, which makes this approach more viable in courses with manageable enrollments.