促進自我導向學習：問題導向學習融入契約學習之教學實踐探究

本研究目的在探究如何協助學生結合契約學習與問題導向學習從事自我導向學習。以研究者任教的碩士班「成人識讀教育研究」課程為場域，於2018學年第2學期實施，修課學生共有5人。學生採契約學習方式完成其主要作業。為協助學生引發問題意識，教師將問題導向學習融入契約學習教學策略當中。本研究採取行動研究法，過程中分析學生的作業、期末回饋以及教學平台上的留言等資料。研究發現：首先，運用PBL將KND表融入契約學習，有助於促進學生的自我導向學習；其次，反思是驅動自我導向學習的關鍵。其三，在課程與教學設計上，本研究修正並提出問題導向學習輔助教學SPA-C架構（認知鷹架、研討平台、行動方案、及社會文化脈絡）提出SPA倆倆交會處為問題情境設計，而共同交會處則為反思與合作學習，C則為SPA所植基的社會文化脈絡。最後，本研究提出教師運用問題導向學習之教學與專業發展上的建議。

This study is to explore how to facilitate students’self-directed learning through integrating of contract learning and problem-based learning (PBL). It was carried out in a master’s course of Study on Adult Literacy Education in the second semester of 2018. Five students took the course. Students took learning contracts to complete their main assignments within eight weeks. PBL was integrated into the course. This study took an action research as the method. The research data included students’assignments, final feedback, and messages on the learning manage system platform. The results are as follows: Firstly, KND table integrates with learning contract help to facilitate students’self-directed learning. Secondly, reflection is the key to drive self-directed learning. Thirdly, in terms of curriculum and teaching design, this study proposes the SPA-C construct (cognitive scheme, study platform, action plan, and socio-cultural context) of assisting PBL design. The problem situation designs are in the intersection parts of any two of SPA, and the correlation part among SPA is reflection and cooperative learning. Besides, three SPA elements are necessary to be implemented in the socio-cultural context. Furthermore, this study provides suggestions for PBL teaching and professional development in the future.