試論專題製作類課程於通識教育差異化教學之實踐轉化

An Exploratory Study of the Practical Transformation of Project-Based Learning in General Education through Differentiated Instruction

本研究主要探討傳統的教學模式已難回應二十一世紀教育現場的需求，應以學生為中心、跨領域及能力導向的課程設計，透過專題式學習（Project-Based Learning，PBL）為核心，讓差異化教學模式建立教師教學與學生學習的有效連結，方能產生最大化的學習成效。本研究以逢甲大學通識教育改革為例，闡述專題製作課程成功培養學生的團隊合作與問題解決能力。同時導入微學分制度提升學生自主學習、減輕課堂壓力，滿足其多元化的學習需求。並以人工智慧課程的差異化教學實證案例，檢視差異化教學模式確實能顯著性影響學生成效。最後，盼未來教育應著重培養核心軟實力，包括批判思考、創造力、溝通與協作能力，並推動課程與教學策略的全面改革，以培育學生面對快速變遷社會與職場挑戰的能力。

This study explored whether traditional teaching models have difficulty responding to the needs of the education scene in the 21st century. Student-centered, cross-domain and ability-oriented curriculum design, along with Project-Based Learning (PBL) as the core, can effectively establish an effective connection between teacher teaching and student learning through differentiated teaching models to maximize learning results. This study took the general education reform of Feng Chia University as an example to illustrate that the project production course successfully cultivated students’teamwork and problem solving competencies. At the same time, the micro-credit system was introduced to enhance students’independent learning, reduce classroom pressure, and meet their diverse learning needs. The empirical cases of differentiated teaching in artificial intelligence courses were also utilized to examine that differentiated teaching models can indeed significantly affect students’effectiveness. In future education, the focus should be on cultivating core soft powers, including critical thinking, creativity, communication and collaboration competencies, and promoting comprehensive reforms of curriculum and teaching strategies, so as to cultivate students’ability to face challenges in a rapidly changing society and the workplace.