一個素養導向師培課程之實踐與反思：以PBL融入兒童文學課程為例

Practice and Reflection of a Competency-oriented Teacher Training Curriculum:Integrating PBL into a Children's Literature Course as an Example

本研究之目的在探討一個素養導向的師培課程之實踐經驗，並反思其具體的成效與侷限。本研究主要在結合新北市一所新興國小實際校本課程的需求，設計成問題導向學習（Problem-based learning, 簡稱PBL）的案例，融入師資培育「兒童文學」課程。一方面希望透過問題導向學習的方式，培育國小師資生協同解決學校現場課程問題的能力，另一方面，欲建立其符合十二年國教所需具備之素養導向課程設計知能，以落實師資培育課程知行合一的目的。研究結果顯示，對學生而言，在兒童文學、校本課程規劃、素養導向與跨領域課程設計，以及協同解決問題的知能上均有所提升。對合作學校實務人員而言，主要收穫在PBL理論和實務新知的獲得，並認為PBL對未來學校內部教師發展校本課程上，提供一個深具潛力的工具，也是未來國小教學值得採取的教學策略。

 

This study reveals the experience of a competency-oriented children’s literature course and investigate its specific effects and limitations. The course involves problem-based learning (PBL) for students to explore. The problem scenario was in conjunction with the needs of a school-based curriculum in a new elementary school. On the one hand, we want to cultivate the ability of students to collaboratively solve practical school curriculum problems. On the other hand, we aim to prepare students with a competency-oriented curriculum design ability that meets the requirements of the 12-year state education. For students, knowledge and skills have been increasing in several aspects, including children’s literature, school-based curriculum planning, competency-orientated and cross-disciplinary curriculum design, and the ability to solve problems collaboratively. For school practitioners, the main gains are acquiring the theory and practice of PBL. For them, PBL provides a potential tool for future school-based curriculum development, and it is also a worthwhile strategy for elementary school teaching.