專題導向學習是否能促進職場共通職能的發展──以UCAN及社會人基礎力為指標分析

Can Project-Based Learning Enhance Workplace Common Competencies?

作者利用教育部UCAN職能診斷，研究專題導向學習（PBL）是否促進職場共通職能的發展，並根據日本經濟產業省（2006）提出的「社會人基礎力」來評估數據。在日語教學課程中實施三個主題的PBL，UCAN診斷項目包括職場共通職能中的「溝通表達」、「團隊合作」以及「問題解決」等三項。這三項職能在PBL實施前後進行診斷，並對數據進行比較分析。結果指出，在這三項的整體數據方面，學習前後的平均值差異顯著，表示「溝通表達」、「團隊合作」以及「問題解決」等職能經過PBL有了明顯的發展。然而，在共20個調查項目中，有6個項目的差異並不顯著。這些項目主要於「傾聽力」和「靈活性」以及書面上的資訊交流相關，即學習者經過PBL後，對於接受他人意見和想法的能力以及書面上的資訊交流能力的發展相對較有限。

This study investigated whether project-based learning (PBL) contributes to the development of Workplace Common Competencies using the UCAN competency assessment from the Taiwan Ministry of Education. PBL was conducted three times in a Japanese language class, and data from before and after PBL implementation were compared for three workplace common competencies: Communication and Expression, Teamwork, and Problem Solving. The data were analyzed with reference to the Fundamental Skills of a Working Adult proposed by the Japanese Ministry of Economy, Trade, and Industry in 2006. The analysis revealed statistically significant differences in these three competency elements before and after PBL. However, out of the total 20 surveyed items, 6 did not show significant differences. These 6 items were associated with Listening skills, Flexibility in accepting others' opinions and thoughts, as well as written information exchange, suggesting limited development in these abilities through PBL.