英文摘要 |
The purpose of the study was to investigate the teaching process of a pre-service teachers’ Guidance Activity Curriculum in Integrative Activity Learning Field using the problem-based learning (PBL). In the first semester of 2020, 16 pre-service teachers were selected to attend the operating courses of problem-based learning. The study adopted Action Measure. The teaching practice research program lasts for 18 weeks. The researcher intended to amend the “problem-based learning case” and the “problem -based teaching process” based on the research results of teaching practice. During the research, the interactions between the pre-service teachers while they participating problem-based learning were recorded in the operating courses. The pre-service teachers also be tested with “The Inventory of self-evaluation on PBL operations” three times and “Checklist of the teaching observes” one time. The findings of this study were as follows. First, the teaching of three kinds of case problems can enhance students' problem-solving ability and professional growth. Second, after three PBL case studies, Students have made significant progress in the four aspects of problem-solving ability, teaching knowledge construction, peer communication and interaction, and teamwork learning. Their performance in teaching practical ability has also been recognized by their peers. Third, PBL can assist students in completing lesson plans, enhancing the knowledge of teaching practice and acquire diverse abilities. Finally, the researcher puts forward reflections and suggestions on the research results. |