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

10.6384/CIQ.202407_27(3).0005

柯雅齡(Ya-Lin Ko)

問題導向學習 ； 特殊幼兒教育 ； 教學實踐研究 ； Problem-Based Learning ； Early Childhood Special Education ； Teaching Practice Research

課程與教學

27卷3期（2024 / 07 / 01）

139 - 168

繁體中文;英文

本研究旨在探討問題導向學習（PBL）在特殊幼兒教育概論課程的實踐歷程。透過行動研究，以大學幼兒保育系三年級67名學生為研究對象。教學中結合案例融入教學情境，讓學生透過小組討論、資料蒐集、問題解決等方式，以整合特殊教育專業知能。教學過程分為四階段：知識建構、案例討論、知識轉化及統整。兩個PBL循環中，第一循環強調知識建構和案例討論，將真實案例融入教學情境；第二循環注重知識轉化至統整階段，引導學生對真實案例「量身訂做」教玩具。資料蒐集方式包括問卷、訪談、省思日誌及文件分析，全面了解PBL的實踐歷程。結果顯示學生認同PBL對學習的幫助，激發學習興趣與動機，深刻理解特殊幼兒特質，並習得輔導策略。透過案例解析，學生可將課堂所學知識與自身經驗連結，理解自身專業之重要性，進而提升照顧特殊幼兒的信心。本研究為應用PBL教學法於特殊幼兒教育概論提供可行實踐方向。

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.