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篇名
問題導向式行動學習的整合應用:以高等教育為例   全文下載 更多文章
並列篇名
The Integration of Problem-Based Learning (PBL) and Action Learning in Higher Education of Taiwan
作者 閻自安
中文摘要

為提高大學生的學習效果,大學教師的教學型態已從「傳統講述」轉變為「問題導向、團體討論、行動實作、即時應用與批判思考為主軸」的教學。
問題導向學習源於醫學教育,係以學生為中心,盼透過實際問題,幫助學生以小組合作方式解決難題;而行動學習則是強調做中學與主動建構的體驗課程,除善用團隊的批判思考與反省激盪外,也期望能解決真實問題。因此,結合問題導向與行動學習特色的新課程教學模式,頗值得大學院校推動「翻轉課程教學型態」時參考。
本篇首先探討問題導向與行動學習的基本概念,其次探究問題導向行動學習的運作方式與應用,期望提出結論與建議供大學院校推動課程教與學的革新時參考。

英文摘要

"Flipped Classroom" was currently an important issue in higher education of Taiwan. In order to improve undergraduates’ transfer of learning, professors changed teaching style from traditional lecture into problem-based, group discussion, practice doing, immediate use and critical thinking.
Problem-based learning originated in the medical education. This kind of learning helped students build a team in order to solve the actual problems. Action learning emphasized the importance of “learning by doing” and “active construction”. They solved the real problems through critical thinking and reflection of team members. Therefore, the integration of problem-based learning and action learning was the new teaching trend.
This paper explored the integration of problem-based learning and action learning in higher education. First of all, the fundamental concepts of problem-based learning and action learning were described. Secondly, the process of problem-based action learning were elaborated. The study also found out how to practice the problem-based action learning. Finally, feasible suggestions giving insight into teachers in higher education were proposed.

起訖頁 051-069
關鍵詞 行動學習高等教育問題導向學習翻轉教室action learninghigher educationproblem-based learningfl ipped classroom
刊名 課程研究
期數 201503 (10:1期)
出版單位 高等教育出版公司
DOI 10.3966/181653382015031001004  複製DOI
該期刊-上一篇 書寫文化、學校課程與階級再製:當代法國教育社會學對P. Bourdieu文化資本理論的補充
該期刊-下一篇 《高等教育永續發展:跨課程之個案、挑戰、與機會》評論
 
   
 
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