問題導向學習融入課程之困難與挑戰

Difficulties and Challenges of Integrating Problem-Based Learning into the Course

本文探討將問題導向學習（problem-based learning, PBL）融入研究生課程中的實踐經驗，並全面分析在實施過程中所遇到的各類困難與挑戰。研究者將PBL應用於多門課程中，旨在提升學生的知識建構能力、批判性思考能力以及課堂參與度。研究結果顯示，PBL不僅有效促進了學生的主動學習和批判性思維，還提升了他們在知識應用及跨文化溝通中的實踐能力。然而，在實施PBL的過程中，研究者發現學生在資料蒐集、知識統整和課堂參與等多方面時常面臨挑戰，且學生因缺乏PBL經驗，對開放性問題感到不確定，導致在資料蒐集和整合上遇到困難。此外，學生在課堂上表現出對公開發言的焦慮，擔心自己的回答與「標準答案」不符，這不僅影響了課堂討論的流暢度，也限制了學生的參與積極性。學生普遍期待教師給出明確答案，顯示出自主學習的意識尚需加強。為應對這些挑戰，研究者採取了包括以生活經驗和時事作為課堂引導、增加小組討論活動、調整評量比重等策略，以有效提升學生的學習成果。研究結果顯示，學生在課程結束時，普遍展現出較高的知識掌握度和批判性思考能力，並能夠將所學知識應用於實際情境中，達成了教學目標。最後，研究者提出對於PBL實施歷程的反思與建議，期望為未來在大學教育中推廣PBL教學法提供具參考價值的實務經驗。

This study examines the challenges and experiences associated with integrating problem-based learning (PBL) into graduate courses. The primary objective was to enhance students' knowledge construction, critical thinking, and engagement. The findings indicate that PBL effectively promotes active learning, critical thinking, and practical skills, such as knowledge application and cross-cultural communication. However, students encountered difficulties in data collection, knowledge integration, and participation, often due to a lack of experience with open-ended questions and anxiety related to public speaking. To address these challenges, the researcher implemented strategies such as incorporating personal life experiences, increasing group discussions, and adjusting assessment methods, which led to improved learning outcomes. By the end of the course, students demonstrated a strong mastery of their knowledge and critical thinking abilities, successfully applying the concepts learned to real-world scenarios. This studyoffers valuable insights and recommendations for the future implementation of PBL in higher education.