問題導向學習法應用於老人學課程之教學效益

A Study on the Teaching Benefits of the Gerontology Course Based on Problem-based Learning Method

台灣在2018 年3 月進入高齡社會，老年人口已超過14 %，可是一般年輕學生對於老人的認知，仍多抱持刻板負面印象，為改善研究者在教學場域所發現的問題，故從事本研究，此乃研究者從事本研究之動機。由於學生為新生，異質性大，背景多元，對老人學課程之先備知識量不齊，彼此不熟，溝通、合作、互動之人際關係待建立。是以，本研究旨在應用問題導向學習法於大一之老人學課程，讓學生做中學，使其兼顧理論與實務，並從中了解教學效益。本研究之研究對象共有18 位，透過質性研究之訪談結果得知：（1）認知效益：大多數的學生對老化知識與老化概念有清楚之認知；（2）技能效益：大多數的學生對真實世界的老人問題能自主學習，並具備解決問題之技能；（3）情意效益：學生具備對老人之正向態度，並達到溝通互動之人際效益。值得一提的是，研究者發現，在技能方面，雖然有些學生一開始很緊張，很怯弱，但隨著不斷練習，透過生活實例或議題教案，再透過小組討論、學生的反思和推理愈來愈好。未來若他們遇到類似問題，即使舊有知識不足，但仍然具備面對問題與解決問題之能力。這些能力是學生面對當今瞬息萬變的社會，所需具備之能力，也是傳統教學法所欠缺的。最後，研究者除了肯定問題導向學習法之教學效益外，也建議其他學科之教學者可以試著將問題導向學習之教學法融入課程，引發學生做中學與自主學習，以提升其學習動機與興趣。

Taiwan has entered into an aging society in March 2018, and the elderly population has exceeded 14%. However, most young students still have a stereotyped negative impression of the elderly. In order to improve the problems discovered by the researcher in the teaching field, the researcher engaged in this study. In this study, the students are freshmen with great heterogeneity and diverse backgrounds, the amount of prerequisite knowledge for the gerontology course is not uniform, and they are not familiar with each other. The interpersonal relationship of communication, cooperation and interaction needs to be established. Therefore, the purpose of this study is to explore the teaching benefits of applying the problem-oriented learning method to the gerontology course. There are a total of 18 research objects in this study. Through the interview results of qualitative research, it was shown that: (1) Cognitive benefits: Most students had a clear understanding of aging knowledge and concepts; (2) Skill benefits: Most students were able to learn independently about the problems of the elderly in the real world and had the skills to solve them; (3) Affective benefits: Students had a positive attitude towards the elderly and achieved the interpersonal benefits of communication and interaction. It was worth mentioning that the researcher found that in terms of skills, although some students were very nervous and timid at the beginning, as they continued to practice, through life examples or topic lesson plans, and through group discussions, students' reflection and reasoning, they became better and better. If they encounter similar problems in the future, even if they lack previous knowledge, they will still have the ability to face and solve problems. These abilities are what students need to face today's rapidly changing society, and they are also lacking in traditional teaching methods. Finally, in addition to affirming the teaching effectiveness of the problem-based learning method, the researcher also suggests that teachers of other disciplines can try to integrate the teaching method of problem-based learning into the curriculum, so as to stimulate students to learn by doing and learn independently, to enhance their learning motivation and interests.