教學實踐研究 -第1卷 第1期 (2021-05-26)
一般論文

問題本位學習法教材之研發:以班級經營課程為例

陳琦媛 (Chen Chi-Yuan) 中國文化大學師資培育中心副教授
第1卷第1期,P81-104
10.7007/JSoTL.202103_1(1).0007
本研究旨在研發可運用於班級經營課程以實施問題本位學習法之教材。為達此研究目的,選取「霸凌」、「學生課堂不當行為」、「親師衝突」及「校園安全事件」四個中學教育現場較難處理之班級經營問題為主題,邀請三位中學校長與四位中學教師擔任專家參與研究,共同進行班級經營個案影片與配套教材研發工作,使研發之教材得以接軌中學教育現場。本研究共召開六次專家諮詢會議以研發班級經營真實情境個案影片,並依據個案影片與專家諮詢會議內容發展各個案影片所搭配之配套教材,每份配套教材皆邀請四位專家擔任諮詢委員,透過專家諮詢問卷提供修正建議,依據建議修改完成最終教材版本。所完成教材包含各主題之「情境個案短片」、「分組討論問題」、「建議解決策略」及「評分標準」。每部個案影片約10至20分鐘,皆包含個案發生經過與解決策略,方便授課教師使用。教師使用本教材時,建議可以先播放「情境個案短片」的前半段讓學生瞭解個案發生經過,再運用「分組討論問題」讓學生進行討論,各組學生通過口頭報告或角色扮演等方式提出討論結果,教師則參考「建議解決策略」與「評分標準」給予學生回饋與評分,最後播放個案短片後半段讓學生觀摩解決策略之執行方式。
班級經營,問題本位學習法,教材研發
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JSOTL

The Development of Problem-based Learning Materials: A Case Study of Classroom Management Courses

Chen Chi-Yuan
Volume 1/ Issue 1, P81-104
10.7007/JSoTL.202103_1(1).0007
This study aims to develop teaching materials that can be used in classroom manage ment courses to implement problem-based learning. To achieve this purpose, this study selected four difficult-to-handle classroom management issues in middle schools: bullying, student misbehavior in the classroom, parent-teacher conflict, and campus safety incidents. To make sure the teaching materials developed could reflect the current conditions of middle school education, the study invited three principals and four teachers from different middle schools to participate as experts in developing the teaching materials. The study held six expert consultation meetings to develop four real-case scenario videos. Then, the study developed supporting teaching materials for each video. To create the supporting teaching materials for each video, four experts were invited to serve as reviewers and to revise the content based on their reviews. The final teaching materials developed include a real-case scenario video, group discussion questions, suggested solution strategies, and rubrics for each topic. The video is about 10 to 20 minutes and contains the background of the case presented and resolution strategies. When teachers use these teaching materials, it is recommended to play the first half of the video to allow students to understand what has happened in the scenario. They then use group discussion questions to arrange students for discussion. Students can present their discussion results through oral presentations or role-playing. Teachers can refer to the recommended solution strategies and rubrics to give feedback and scoring. Finally, teachers can play in the second half of the video to let students observe the implementation of the resolution strategy.
classroom management, problem-based learning, teaching material development