英文摘要 |
This study incorporated problem-based learning (PBL) and Adler psychology in an emotion management course for preservice preschool educators and explored the effect of PBL and Adler psychology on students' classroom participation and learning outcomes| the goal was to solve the problems encountered by the researcher related to students' classroom participation and learning outcomes in university education. A case study and action research were conducted on 57 students in the emotion management course for preservice preschool educators. The course centered on 12 topics based on the Adler psychology, adopted the PBL model, and employed the TronClass mobile learning platform. At the middle and end of the semester, self-developed learning feedback forms and checklists were used to understand the students' learning conditions. The students' afterclass learning reflections, group study sheets, individual practical tasks, achievement sharing, peer feedback and reflection, and research logs were gathered and analyzed, and the instructor's teaching evaluation was examined to comprehensively assess the effectiveness of the teaching practices and student learning. The results revealed that the students affirmed and appraised the integration of the PBL model in the course| the model effectively motivated the students to participate in classroom discussions, enhanced the achievement of the course goals, and enabled the students to understand and confront their own emotional problems. Moreover, the students were able to recognize and identify their learnings and changes related to their emotion management. |