問題導向教學與合作學習教學策略之理論與實際

Thories and Practices of Problem-oriented Teaching and Coopperative Learning Teaching Strategies

在邁向新世紀之際，世界各國不遺餘力地推動教育改革，台灣亦不外於這股風潮，在諸多教改政策中，最受矚目之一的是九年一貫課程的教改議程，然而，多數相關討論皆著眼於如何統整課程內容的問題，卻忽略了善用教學策略有助於課程統整的事實。本文主張結合問題導向與合作學習兩種教學策略，於教學情境實施分組討論的教學設計，以呈現統整的課程、培養新世紀所需的新人類。任何教學策略與設計植基於某種教育觀，即對於什麼是教育、什麼是知識、人如何學習、為何而學等問題所持的觀點，本文首先分析三組重要的教育觀：課程本位與兒童本位，行為取向與認知取向，現代的與後現代的，問題導向教學與合作學習傾向兒童本位、認知取向、後現代的教育觀；其次，討論批判教育學與女性主義教育學的教育觀，為問題導向教學與合作學習兩種教學理念與策略建立較為完整的理論基礎；接著，提出具體的分組討論教學設計以運用問題導向與合作學習的教學策略，實踐批判教育學與女性主義教育學的教育觀；最後，探究實施分組討論教學的結構性障礙與實際困難，並尋求突破障礙、紓解困難之道。本文的結論將針對師資培育與在職進修的內容與方法提出建議。

With the arrival of the new century， many nations are making every effert to promote education reform， as does Taiwan. To the extent that waves of education reform aim to improve the quality of teaching and learning， one of the most important tasks at present is to integrate curriculum and instruction. This paper argues that problem-oriented teaching and cooperative learning function as useful strategies for integrating curriculum and educating people for modern times and tat group discussion is a feasible teaching design to carry out both strategies. However， any teaching strategy and designs are rooted in a particular educational perspective， which includes what is education， what is knowledge， how and why human beings learn， and so forth. This paper first analyzes three sets of educational perspective：curriculum-centered vs. Child-centered， behavior-oriented vs. cognition-oriented modern vs. postmodern. Next， the educational perspectives of critical pedagogy and feminist pedagogy are discussed and viewed as more complete theoretical bases for both teaching strategies， problem-oriented teaching and cooperative learning. Thirdly， group discussion is proposed as a concrete teaching design by which the strategies of problem-oriented teaching and cooperative learning are implemented and the educational perspectives of critical pedagogy and feminist pedagogy fulfilled. Finally， this paper examines some obstacles to and difficulties in accomplishing the teaching design of group discussion and suggests ways of improvement. This paper concludes with suggestions for teacher education and training programs， which should aim at enabling teachers to integrate curriculum through integrated teaching strategies and designs.