中醫生理學融入「重理解的課程設計」（UbD）教學之應用研究

Application and Effectiveness Evaluation of Understanding by Design (UbD) in Traditional Chinese Medicine Physiology Education

中醫生理學是中醫基礎理論課程的核心，讓學生理解中醫核心之概念並應用於臨床實踐至關重要。然而，傳統教學模式以單向講授為主，評量方式亦以筆試選擇題為主，導致學生只能背誦知識點，卻難以深入理解與靈活應用。為提升學習成效，本研究引入「重理解的課程設計」（Understanding by Design, UbD）模式，透過逆向設計的三個階段（確立學習目標、設計評量標準、規劃學習活動），培養學生高階的思維與學習遷移能力。因此，本研究針對中醫生理學課程進行UbD教學實驗，課程設計以五臟生理為核心，結合分組合作學習、學習單練習與小組報告評量，並輔以評量指標量表進行多元評估。結果顯示，UbD模式能有效提升學生對中醫生理概念的理解，並促進主動學習、團隊合作及高層次推論能力。問卷數據分析亦顯示，學生對UbD教學模式持正面態度，認為此方法有助於理論與實務的結合，並增強學生學習遷移與應用的能力。此外，UbD模式亦能改善中醫生理學教學，未來可進一步探討其在其他中醫基礎課程中的應用潛力，以提升學生對中醫學的整體理解與實踐能力。

Traditional Chinese Medicine (TCM) Physiology is a fundamental theoretical course essential for students' comprehension and application of core TCM concepts. However, conventional teaching methods primarily rely on one-way lecturing and multiple-choice examinations, which enable students to memorize knowledge points but fail to foster deep understanding and flexible application. To enhance learning effectiveness, this study incorporates the Understanding by Design (UbD) model, utilizing its three-stage backward design framework—identifying learning objectives, designing assessment criteria, and planning instructional activities—to strengthen students' higher-order thinking and learning transfer abilities. This study implemented a UbD-based teaching experiment in TCM Physiology, designing collaborative group learning, worksheet exercises, and group presentations centered around the physiology of the Five Zang organs, supplemented by rubric-based assessments for comprehensive evaluation. The results indicate that students who engaged in the UbD-designed curriculum demonstrated a deeper understanding of TCM physiology, improved active learning engagement, enhanced teamwork skills, and better high-order reasoning abilities. Survey analysis further revealed that students held a positive attitude toward the UbD approach, recognizing its effectiveness in bridging theoretical knowledge with practical applications while promoting knowledge transfer and flexible application. The findings suggest that the UbD model can effectively optimize TCM Physiology education. Future research should explore its application in other foundational TCM courses to enhance students' overall comprehension and practical proficiency in TCM.