精進教學實務之自我研究：教師PBL教學經驗的學習

Self-Study as a Tool to Improve Teaching Practice: What a Teacher Learned from Problem-Based Learning

本文目的在探究「我」──一位護理教師於問題導向學習教學經驗的學習成長。我回顧過去於基本護理學課程實施問題導向學習的教學經驗，使用自我研究（Self-Study），運用觀察記錄、學生學習檔案文件、半結構訪談紀錄、和教師教學札記等多元資料建構起故事，透過反思循環的理解及同儕社群的批判、檢驗，共構出我的教學實務知識。身為一位護理教師，我由自身的實務經驗反思，獲得對「全人護理」及「個案為中心護理」的新理解；應以專二護生的生活經驗作為基本護理學開展問題導向學習的資源；也發現我的輔導知能可適時融入PBL教師角色。本研究建議，在未能較佳掌握案例、學生學習進度、考量考試制度的限制、及PBL主題式教學與教學進度搭配的問題，要慎思是否將PBL全面納入課堂中實施。

The purpose of this study was aim at enquiring “Me”， to know what I have learned from teaching problem-based learning. In retrospect， I reminded my PBL teaching experience in Fundamental Nursing. Based on Self-Study approach， I applied observation records， student learning portfolio， semi-constructive interview records， and teacher reflective journals to construct the stories. Through reflective thinking and community criticism and test， finally we co-constructed my teaching practical knowledge. As a nursing teacher， I renewed my understanding regarding “holistic nursing” and “client-centered nursing” from thinking about my practical experience. Life experience of nursing students could be wonderful resources for them to start， as an ice-breading strategy， in problem-based learning of Fundamental Nursing course. Counseling techniques could be infused in PBL to enhance teacher’s role as a facilitator. Finally， the study suggested that teachers need consider elaborately in implementing PBL at class time completely， because of not explicit scenario， students’ learning progress， the limitation of exam systems and still needed coordination between thematic instructions with teaching progress.