以問題導向學習應用於特殊教育輔助科技課程之實踐成效

林珮如

doi:10.6172/BSE.202107_46(2).0001

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社会科学 > 教育学

DOI： 10.6172/BSE

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以问题导向学习应用於特殊教育辅助科技课程之实践成效

Practical Effects of Problem-Based Learning in Special Education Course on Assistive Technology

林佩如(Pei-Ju Lin)

特殊教育研究学刊； 46 卷 2 期 (2021 / 07 / 31) ， P1 - 29

繁体中文 DOI： 10.6172/BSE.202107_46(2).0001

行动研究；师资培育；问题导向学习；教学实践研究；辅助科技； action research ； assistive technology ； problem-based learning ； teacher education ； teaching practice research

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摘要 │ 参考文献 (38) │ 被引用文献 (2) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purpose: The gap between educational theory and practice is a long-running problem in the field of teacher education. Problem-based learning has been increasingly used and applied in medical education and health care in recent years. However, problem-based learning is seldom emphasized in teacher education courses, the focus of which is the instruction of theoretical knowledge. Problem-based learning allows students to combine theory and practice to solve simulated or real-life case problems, thereby improving their problem-solving ability. This study explored the process and effects of implementing problem-based learning in an assistive technology course offered by the special education department of a national university in Taiwan. Methods: This study employed an action research approach. In total, 39 senior students enrolled in an assistive technology course in the second semester of the 2019 academic year participated in the study. The participants were divided into eight groups, each consisting of 4 or 5 students. The study was conducted in three phases: preparation, practice, and reflection. Three cases were presented to the participants as problem-based scenarios to simulate teaching practice. The effects of problem-based learning were evaluated using quantitative and qualitative methods, including questionnaires, focus group interviews, and reflection logs. Results/ Findings: The students used knowledge acquired in the assistive technology course to collaboratively solve problems related to the cases. Through this student-centered and problem-based learning approach, students assumed the roles of chairpersons, recorders, speakers, and group members. The teacher assumed the role of facilitator, guide, and promoter. Both qualitative and quantitative data indicated that every student provided positive feedback on problem-based learning. Problem-based learning helped the participants to focus and participate in the classroom. It stimulated their interest and motivation to learn, enabling them to search actively for relevant information; participate in group discussions; communicate; collaborate; employ varied and systematic thinking, reasoning, and problem-solving methods; integrate their theoretical knowledge and experience in special education and assistive technology for problem-solving; and subsequently acquire professional assistive technology knowledge and skills. Conclusions/Implications: The results demonstrated the feasibility of problem-based learning in special education teacher education programs. Applying problem-based learning can have positive influences on students and encouraged teachers to reflect on their teaching methods. In conclusion, problem-based learning should be implemented in subjects related to teacher education programs for preservice teacher education students to develop their thinking, reasoning, problem-solving, communication, and teamwork skills. However, the research on problem-based learning in special education requires additional attention and methodological refinement.

参考文献 ( 38 ) 〈TOP〉

李雅婷, Ya-Ting(2011)。师资职前教育师培生进行问题引导学习之课程设计与实施研究。屏东教育大学学报─教育类，37，57-96。
连结：
李翠玲, Tsuey-Ling(2019)。问题本位学习（PBL）在特殊教育师资培育之意涵与应用初探。特殊教育季刊，153，1-14。
连结：
洪佳慧, Chia-Hui,林陈涌, Chen-Yung(2014)。探讨问题导向学习在医学教育临床实务能力之成效及启示。科学教育学刊，22(1)，1-32。
连结：
徐静娴, Ching-Hsien(2020)。一个素养导向师培课程之实践与反思：以 PBL 融入儿童文学课程为例。师资培育与教师专业发展期刊，13(2)，27-58。
连结：
徐静娴, Ching-Hsien(2013)。PBL 融入师资培育教学实习课程之个案研究。教育科学研究期刊，58(2)，91-121。
连结：

被引用文献 ( 2 ) 〈TOP〉

赵晓美(2021)。问题导向学习在辅导原理与实务课程之应用研究。教育研究与实践学刊，68(2)，1-32。
(2024)。二循环PBL於特殊幼儿教育概论之实践历程。课程与教学，27(3)，139-168。

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