PBL课程规划的迷失与改进-辅仁大学_图文.pptVIP

楓紅落滿地--加拿大 2000.09 The extent of the hybrid curriculum is estimated by 1.the attitude toward PBL, 2. the proportion of the amount of the contact hours used in the small group PBL activities over the entire contact hours in the curriculum/courses, 3.the integration of the courses, 4. the property and the role of a tutor. You may already knew it through the back and forth emails through the PBL network. * * The extent of the hybrid curriculum is estimated by 1.the attitude toward PBL, 2. the proportion of the amount of the contact hours used in the small group PBL activities over the entire contact hours in the curriculum/courses, 3.the integration of the courses, 4. the property and the role of a tutor. You may already knew it through the back and forth emails through the PBL network. * * PBL课程规划的迷失与改进 邹国英 辅仁大学医学系教授 耕莘医院儿科荣誉顾问医师 台大医学系兼任教授 PBL的误用（滥用） 自PBL被广泛使用后，许多学校将它当作非特异式的教学方法。因而老师无法察觉不同的教学方法所带出的教育目的的不同。 学校采用某一种型式的PBL，常是因较易被接受、较易推行、成本较低，孰不知如此牺牲了教育成效。 学生在接受非正统的PBL教育有不好的经验后，而对PBL有错误的认知。 Howard Barrows Medical Education 1986 * Four basic types of hybrid-PBL  * Type II PBL（加强式）使用PBL教案 去增进学生对 大堂授课的理解. Type I PBL（点缀式）在传统老师大堂授课之外每年 以3-4个案例进行小组讨论. Type III PBL（辅助式） 以大堂授课协助PBL小组讨论 的功效 Type IV PBL （全面式）以PBL教案为主要的学习平台， 以少量大堂授课强化学生的 自我导向学习 David Kwan and Leslie Tam. J Med Education 2009; volume 13. Six Core Characteristics of PBL Learning needs to be student-centered. Learning has to occur in small student groups under the guidance of a tutor. Tutor as a facilitator or guide. Authentic problems are primarily encountered in the learning sequence, before any preparation or study has occurred. The problems encountered are used as a tool to achieve the required knowledge and the problem-solving skills necessary to eventually solve the problem. New information needs to be acquired through self-directed learning. Barrows, H. S. (1996) * PBL的重要面向 自我導向學習 PBL课程规划与执行常见问题 局部规划课