PBL教學成果初探－－以南臺科大通識課程為例

An Examination of PBL Teaching at the Center of General Education of Southern Taiwan University

南台科大通識教育中心為了提升學生的學習能力及就業能力，有多位老師使用以學生為主體的PBL教學方法。研究者想探討採用PBL 教學方法，是否提升學生對教學的滿意度及提高學生的學習成效，以99 學年度上學期使用PBL 教學方法的課程，及未使用PBL 的課程為對象，各選取四班學生的教學反應問卷調查與非使用PBL 教學方法的課程之學生反應，考驗兩個群組的教學滿意度是否有差異、學習成效是否有差異。分析結果發現學生對使用PBL 的課程教學反應滿意度、學習成果平均數均優於沒有使用PBL教學方法的課程，其中教師教學反應評量的5 個向度(啟迪、印象、資訊、鼓舞及互動)中的啟迪向度顯示有顯著差異，其他4 個向度則無顯著差異。然而由於這個研究並未做嚴謹的實驗控制，其結果可做進一步的研究參考，進一步做更嚴謹的研究。

Some lecturers of the Center for General Education, Southern Taiwan University adopted the student-oriented problem-based learning (PBL) teaching method in order to upgrade students’ learning ability and employability skills. In the school year of 2010, the Center chose four classes from those which applied PBL courses and another four classes from those which did not apply PBL courses, compared the questionnaire surveys on teaching reaction of both groups to study the differences between the teaching satisfaction and learning effects of these two groups. In so doing, researchers intended to find out the relations between the PBL teaching method and the enhancement of students’ teaching satisfaction assessment and learning effects. This paper finds out those students who attended the PBL courses had more satisfactory reaction and higher learning score than those who did not attend the PBL courses, but the difference was not that noticeable. This study was conducted in a loose experiment control, but the outcome of this research may lead to further rigorous studies.