進修教師在問題引導學習取向課程中的學習經驗

Inservice Teachers' Learning Experiences in the Program of Problem-Based Learning

黃永和(Yung-Ho Huang)

在職師資教育 ； 師資培育 ； 問題引導學習 ； 教師專業發展 ； 教師進修 ； inservice teacher education ； teacher education ； problem-based learning ； teacher professional development ； teacher inservice training

師資培育與教師專業發展期刊

6卷2期（2013 / 12 / 01）

91 - 116

繁體中文

本研究旨在探討進修教師在問題引導學習（Problem-Based Learning，PBL）取向課程中的學習經驗，藉以瞭解PBL應用於教師進修課程的效果與可行性。研究對象為國內教育大學選修教學方法課程的在職進修碩士學位班學生28位，該課程採用PBL的教學設計。課程結束後蒐集進修教師的PBL課程學習經驗問卷調查與心得寫作，並進行統計與分析。研究結果發現如下：1.進修教師教學知能層面的正向學習經驗大於負向學習經驗：有九成六以上的進修教師同意PBL課程可以有效增進其教學知能，有九成七的編碼覆蓋率論述本課程增進其教學理論與實務知能，包括可以有效連結教學理論與實務，改變教學想法與信念，強化教學實踐應用，以及增進教學問題解決能力。2.進修教師對PBL上課方式感受的正向經驗大於負向經驗：有八成以上的進修教師同意比較喜歡PBL的上課方式，有八成以上的編碼覆蓋率論述其在本課程的正向經驗，包括改變教室互動模式，提供更多的課堂參與機會，以及真實的與合作的問題解決歷程與思考的機會。但仍有近一成九的編碼覆蓋率論述其在本課程的負向經驗，包括PBL讓學生感受更多的不確定性、時間壓力與同儕合作問題。研究建議指出，PBL值得國內在職師資教育採用，且宜進一步關注現行師資教育過程中理論與實務脫節的現象。

The purpose of this study was to investigate the inservice teachers' learning experiences in the program of problem-based learning (PBL), and to provide the information about effects and feasibilities of implementing PBL in teacher professional development. The subjects were 28 inservice teachers who attended a one-semester Teaching Methods course in an inservice master's program. The course was designed around the learning activities of PBL. At the end of the course, a questionnaire and a thematic writing about the PBL learning experiences were administered. The findings of this study were as followings:1. On the dimension of the professional knowledge and practice, the inservice teachers' positive experiences are more than negative. There are above 96% inservice teachers agreed that the PBL program could improve their teaching knowledge, practical ability, and problem-solving ability. The PBL program could help them to connect instructional theories and practices, change their teaching beliefs, and solve their instructional problems.2. On the dimension of course experiences, the inservice teachers' positive experiences are more than negative. There are above 92% inservice teachers agreed that the PBL program could offer them more opportunities to participate in the class, and above 80% inservice teachers agreed that they more like to attend PBL classes than traditional ones. But there was still about 20% coverage in the thematic writing showed that the inservice teachers felt more confusion, time pressures, and team conflicts in the PBL program.The findings of this study provide suggestions for the program of inservice teacher education and point to interesting questions for future research.

1. 李雅婷(2011)。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。屏東教育大學學報，37，57-96。
   連結：
2. Alter, J.,Coggshall, J. G.(2009).Teaching as a clinical practice profession: Implications for teacher preparation and state policy.New York, NY:New York Comprehensive Center.
3. Artino, A. R.(2008).,未出版
4. Askell-Williams, H.,Murray-Harvey, R.,Lawson, M.(2007).Teacher education students' reflections on how problem- based learning has changed their mental models about teaching and learning.The Teacher Educator,42(4),237-263.
5. Barell, J.(2007).Problem-based learning: An inquiry approach.Thousand Oaks, CA:Corwin.
6. Barrows, H. S.(1996).Problem-based learning in medicine and beyond: A brief overview.New Directions for Teaching and Learning,68,3-12.
7. Carpenter, T. P.(1988).Teachig as problem solving.The teaching and assessing of mathematical problem solving,Reston, VA:
8. Cormier, S. M.(Ed.),Hagman, J. D.(Ed.)(1987).Transfer of learning: Contemporary research and applications.San Diego, CA:Academic.
9. Creswell, J. W.,Clark, V. L. P.(2007).Designing and conducting mixed methods research.Thousand Oaks, CA:Sage.
10. Darling-Hammond, L.(Ed.),Sykes, G.(Ed.)(1999).Teaching as the learning profession: Handbook of policy and practice.San Francisco, CA:Jossey-Bass.
11. Darling-Hammond, LG.(Ed.),Sykes, G.(Ed.)(1999).Teaching as the learning profession.San Francisco, CA:Jossey-Bass.
12. Delisle, R.(1997).How to use problem-based learning in the classroom.Alexandria, VA:Association for Supervision and Curriculum Development.
13. Delisle, R.、周天賜譯(2003)。問題引導學習PBL。臺北市:心理。
14. Edwards, S.,Hammer, M.(2007).Problem-based learning in early childhood and primary pre-service teacher education: Identifying the issues and examining the benefits.Australian Journal of Teacher Education,32(2)
15. Hmelo-Silver, C. E.(2004).Problem-based learning: What and how do students learn?.Educational Psychology Review,16(3),235-266.
16. Levin, B. B.(Ed.)(2001).Energizing teacher education and professional development with problem-based learning.Alexandria, VA:Association for Supervision and Curriculum Development.
17. Mathews, L. M.(2011).Minneapolis,Capella University.
18. Raths, J.(Ed.),McAninch, A. C.(Ed.)(2003).Teacher beliefs and classroom performance: The impact of teacher education.Greenwich, CT:Information Age.
19. Sikula, J.(Ed.),Buttery, T. J.(Ed.),Guyton, E.(Ed.)(1996).Handbook of research on teacher education.New York, NY:Macmillan.
20. The National Council for Accreditation of Teacher Education(2010).Transforming teacher education through clinical practice: A national strategy to prepare effective teachers: Report of the blue ribbon panel on clinical preparation and partnerships for improved student learning.Washington, DC:Author.
21. Weizman, A.,Covitt, B. A.,Koehler, M. J.,Lundeberg, M. A.,Oslund, J. A.,Low, M. R.,Urban-Lurain, M.(2008).Measuring teachers' learning from a problem-based learning approach to professional development in science education.The Interdisciplinary Journal of Problem-Based Learning,2(2),29-60.
22. 徐靜嫻(2009)。問題導向學習理論與實踐的反思：以輔大師資培育爲例。臺北市:高等教育。
23. 許宛琪(2009)。問題本位學習於師資培育職前教育實施之初探。師資培育與教師專業發展期刊，2(2)，1-20。
24. 黃永和(2004)。微縮教學的再思及其實施成效初探。國立臺北師範學院學報，17(1)，135-166。

1. 林明鴻(2016)。翻轉教室教學法融入使用者經驗設計課程之個案研究。淡江大學教育科技學系碩士班學位論文。2016。1-183。