專案式學習課程設計之個案研究：美國高中生華語文化探究專案

本研究旨在探究以PBL理念設計的課程模式個案。研究者以美國高中生華語文化探究專案為範例，透過PBL課程設計八大要素為架構進行課程設計與課程實踐。本研究採個案研究，以觀察法與文件分析方式檢視本研究課程內涵。先就PBL學習與課程設計理論加以釐清，建構出PBL課程設計架構。續分析個案PBL課程模式的活動歷程，萃取轉化為PBL課程模式，以提供具體華語文化探究專案課程的事例參考。研究結果發現PBL課程設計八大要素具體可行；課程的實踐宜增加「專案準備」階段；八大要素的實踐需考量時間、人力與物力等配套因素；教師與學生之先備經驗與知識影響PBL課程品質。據此建議，本研究的模式可提供教師設計PBL課程之架構參考。惟教師經驗、時間精力的壓力、與學生學習模式並未列在本研究的範圍中，建議後續可針對上述議題進行研究分析，讓PBL的課程設計能更臻完善。 This study discussed the PBL curriculum design and its application, with an illustrative example of a Chinese Culture Inquiry Project conducted for students of an American Senior High School in Taiwan. The eight Essential Elements of PBL were implemented as the design framework for this project. Observations and document analysis were adopted to examine the results. The PBL curriculum model was used to analyze the activities' process and their transformation into PBL curriculum, along with the learning theory and curriculum theory oriented by PBL constructivism. The finding is that the framework of PBL elements, refined by the researcher, worked feasibly for PBL-based curriculum design. However, an extra phase of “Project Preparation” could make a better process if added into the current Phase Four, as several supporting factors are important, including the length of time, availability of human and material resources, and prior experience and knowledge about PBL from teachers and students. Further studies are suggested to focus on the teacher's former pedagogical experience in PBL, their pressure from the time-constraint or affordable effort, as well as the learning styles from students.