以問題導向學習（PBL）整合跨領域學習於通識「生命與倫理」課程之教學成效

Using PBL to Integrate Multidisciplinary Learning in General Education 'Life and Ethics'

「生命與倫理」之學習是結合現代生命科學知識與人文價值觀，落實生命教育並促成倫理的實踐。這種跨領域之學習所主張的是，以往人文與科學領域壁壘分明並無益解決生物科技所帶來的道德問題，而統合自然生物與人文社會之知識才能實踐知識份子對人類社會的關懷。以問題導向學習(PBL)用於「生命與倫理」通識之學習，學習的實質面是涵蓋了生命科學、群體社會與行為倫理等跨領域的內容；而學習的過程則包含自主求知、思辨解答、合作互動以至內化感受，對跨領域學習能力的培養與終身自主學習態度的養成皆有所幫助。
本校在通識選修「生命與倫理」課程中，整合各領域師資投入教案之編撰、審核與擔任小組討論引導，將人文、社會學與自然科學學習融合於倫理PBL教案中，達成跨領域學習的教學目標。課程籌劃過程包含：課程內容整合、教案撰寫與審核、師資培育、引導老師(Tutor)的徵召、課程設計以及課程試行。本文除了將96、97年正式實施之過程、經驗與成效與大家分享，並說明在PBL與通識跨領域的理念結合下，對提昇學習能力、發展思考技能與運用多元知識的助益以及在培養學生自主學習與跨領域知能上相輔相成之效果。

”Life and ethics” is a general education course which combined life science learning and learning in human value system. This multidisciplinary learning intends to integrate life science and social behavior knowledge to inspire students to be concerned about human social issues. To apply PBL in ”Life and ethics” course, the content of education may span over multiples aspects of life science, social population and human behavior; while the learning experience would include self-directed learning, deliberative thinking, issues debate and group collaboration. Those attributes are elements for multidisciplinary and life-long learning.
In this course we have integrated faculty resources of medical university in case writing, case reviewing and small group tutoring. We put humanity, socio-culture and science discipline in case scenarios to stimulate multidimensional thinking. The course developing process included; contents integration, case writing and reviewing, tutor training and recruitment, course design, pre-course test and evaluation. In this article, we described our experience and explain concepts and effects of using PBL in multidiscipline learning.