國小資優教育教師問題本位學習教學實踐之探究

Abstract

PBL強調的精神與資優教育的目標互相吻合，也適合國小資優生的學習，然而資優教師如何因應資優學生進行PBL教學實踐，鮮少文獻與研究探討。缺乏資優教師的PBL教學實踐探討，無法清楚說明研究成果的有效性、也無法提供支持給想嘗試PBL教學的其他教師，這也顯示資優教育教師PBL教學實踐探究的必要性。基於上述，本研究先透過問卷調查來瞭解國小資優教育教師的PBL教學實施經驗，再邀請國小資優專家教師進行訪談，探究其引導學生的PBL教學實踐，包含專家教師們引導學生進行PBL的主張、核心要素、突破挑戰的策略與調整。本研究結果發現問卷填答教師都對於PBL在學生學習成效有正向評價，不過也在問卷中看見教師的需求面向，包含：PBL教學實踐需要有團隊夥伴支持運作更周全、需要有更明確方向作為自我增能的依循、以及期待能辦理工作坊交流PBL經驗。以這樣的需求為出發，研究者和三位具備PBL教學實踐經驗的資優教育專家教師訪談，他們在PBL教學實踐共同堅持的核心要素有：一、從學生主體出發；二、教師要持續調整與成長並善用歷程評量；三、廣邀各方的資源與參與。在不同時空背景下孕育出各具脈絡與教學風格的專家教師，在PBL教學實踐各自主張：一、擁有同校搭檔作為夥伴，強調教師理念堅持與團隊合作；二、一個人進行PBL教學，要著重學生主動討論與分工合作；三、以跨校團隊進行PBL，強調感覺醞釀期的必要以及歷程紀錄與情境導入。延伸出不同的突破挑戰策略，分為：一、強調團隊真誠討論、從教師團隊共備來精緻化PBL歷程的作法；二、側重課堂分組、動態調整與學生自主設計的策略；三、注重學生個人區分性的分層引導與連結多元的外部資源的作法。The philosophy of Problem-Based Learning (PBL) closely aligns with the goals of gifted education and caters to the learning needs of gifted elementary school students. However, limited research has examined how gifted education teachers adapt PBL to the unique characteristics of gifted learners. This gap hinders a clear understanding of PBL’s effectiveness in this context and offers insufficient support to teachers interested in implementing PBL, highlighting the necessity to explore the instructional practices of gifted education teachers using PBL.To address this gap, this study employed a mixed-methods design, beginning with a questionnaire survey to investigate the PBL implementation experiences of gifted education teachers in primary schools. Subsequently, in-depth interviews were conducted with expert gifted education teachers to examine their approaches to guiding students through PBL, focusing on their beliefs, core components, strategies for overcoming challenges, and instructional adaptations.Results from the questionnaire indicated that teachers generally held positive perceptions of PBL’s impact on student learning outcomes. Nevertheless, they expressed specific needs, including support from collaborative teaching partners to facilitate more comprehensive implementation, clearer guidance for professional development, and opportunities such as workshops to share and exchange PBL experiences.In response, interviews with three experienced gifted education teachers revealed three shared core elements underpinning their PBL practices: (1) a student-centered approach; (2) ongoing teacher reflection and professional growth supported by formative assessment; and (3) active involvement of diverse resources and stakeholders. Despite these commonalities, each teacher’s approach reflected their unique contextual factors and teaching styles: (1) collaborating with a colleague from the same school, emphasizing steadfast teaching philosophy and teamwork; (2) independently fostering student-led discussions and collaborative task division; and (3) partnering across schools with a focus on incubation periods, process documentation, and contextual integration.These differing approaches gave rise to distinct strategies for overcoming challenges, including: (1) sincere team discussions and collaborative lesson planning to refine PBL processes; (2) flexible classroom grouping, dynamic instructional adjustments, and student-driven activity design; and (3) differentiated individualized guidance combined with the integration of diverse external resources.