以專題式學習法建構醫學生對台灣原住民史之認知

How to Choose the Suitable Tennis Racket by Appearance and Specification

為提昇台灣醫學生的醫學人文素養與自我學習態度，本研究以專題式學習法（PBL）為基礎，發展出「太陽的眼淚–台灣原住民社會文化」課程，並將之實施之後，評量學生在此課程學習的成效。計26位中國醫藥大學醫學系一年級學生參與本研究，依據他們期末問卷與課後回饋，本研究有五項發現：1.課程內容設計能引發學生歷史學習動機；2.PBL及課程之安排可以協助學生自我建構歷史知識；3.PBL之合作教學模式能增進學生分工合作學習以分享成果；4.PBL能提昇學生自我學習能力；5.PBL能提昇學生對社會事件批判能力。是以透過PBL與原住民史之課程內容，可使學生養成自我學習的習慣，並達到醫預科課程目標：培養醫學生人文素養、自我學習、團隊合作與批判能力。

Most history courses are dominated by the didactic form of lectures in which students only passively receive information from the teacher but seldom become active learners. In order to correct this undesirable form of learning and to nurture the self-directed learning ability of humanities among medical students, we developed a history course entitled ''The Sun's Tears---Social and Cultural Studies of Taiwan Indigenous Populations,'' based on the principle of Project-Based Learning (PBL) approach. Twenty-six medical students from China Medical University participated in this study, and at the end of the teaching semester a survey was conducted to analyze the effectiveness of such a renovation in teaching. We found: (1) The contents and design of this history course stimulated students' learning motivation; (2) PBL facilitated students' construction of historical knowledge; (3) Cooperative learning among students advocated by PBL increased student's collaboration and sharing the learning experiences; (4) PBL enhanced students' self-directed learning; (5) PBL developed students' ability to critically think about social issues. We concluded that the combination of PBL and the teaching history of Taiwan's indigenous people helped medical students to learn independently, work cooperatively, and think critically.