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題名 | 問題本位學習的課程設計評析=The Curriculum Design for Problem-Based Learning |
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作者 | 黃琡惠; Huang, Shu-huei; |
期刊 | 國民教育研究學報 |
出版日期 | 20020300 |
卷期 | 8 2002.03[民91.03] |
頁次 | 頁53-73 |
分類號 | 521.12 |
語文 | chi |
關鍵詞 | 問題本位學習; 自我導向學習; 建構主義; 後設認知; Problem-based learning; Self-directed learning; Constructivism; Matacognition; |
中文摘要 | 對很多教育工作者而言,問題本位學習是一種教學創新,即使它已存在20多年了。問題本位學習的課程設計包含五項因素:問題陳述、角色與情境、預期的結果、工作敘述(觀點、事實、學習議題、行動計畫)和評量。植基於建構主義與後設認知,此種設計亦有其優點與限制。它能引導學生主動探索,培養創新的問題解決能力以及養成自我導向學習的精神,擔負學習責任。然而,問題所導引的學習並未能符合學校教學日標;複雜的教師角色可能造成教帥的排拒:學生在學習過程也可能遭遇挫折;強調的真實評量又異於傳統評量,這些因素都可能成為其實施的困難。探討問題本位學習的優缺點時,本文也提供實施的建議作為參考。 |
英文摘要 | Problem-Based Learning (PBL), unknown, to many educators has been around for two decades. A brief overview of the design for PBL shows innovation comprised of 5 elements: problem statement, role and situation, anticipated performance, tasks (ideas, facts, learning issues, and action plan), assessment. Based on the theory of constructivism and matacognition, PBL design has its advantages and disadvantages. It promotes inquiry competence, self-directed learning, and creative problem solving. However, the problem stated in the design may not meet school objectives, teacher roles may be too complex to be taken, students may feel frustrated about the new approach, and authentic assessment differs from the traditional tests and entrance examination. The discussion of PBL design also provides suggestions for its implementation. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。