李忠謀Greg C. Lee黃菁琴Huang Ching-chin2019-08-292003-07-012019-08-292002http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0068908004%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92635本研究採個案研究方式，藉由實際在國內高中電腦課程實施專題式學習，評估電腦課程實施專題式學習之可行性，並了解教師之課前準備、教室管理、成績評量與專業知能成長情形，以及學生能否同時兼顧學科知識與操作技能的學習。本研究以文獻探討、師生訪談紀錄、問卷調查、教學實驗、課堂觀察等方式蒐集所需資料，經過一年的實驗研究，整理出可供國內電腦科教師參考之建議實施方案，並作出以下結論：(1)在國內電腦科實施專題式學習，主要受到授課時數的限制；(2)教師之教學準備工作較為繁重，但也促使教師在專業知識及教學技巧上有所成長；(3)透過適當的專題活動設計與學習引導，能使學生兼顧學科知識與操作技能的學習。The purpose of this study is to evaluate feasibility of integrating Project-Based Learning (PBL) into teaching of Computers at high school level. The PBL teaching and learning experiments were carried out in four different classes of the same high school. The experimental data collected include interviews with the teacher and the students, the students’ questionnaires, and the researcher’s class observation notes. The major research findings are: (1) limited class time is the major obstacle in long term implementation of the PBL; (2) teachers must allocate extra class preparation time with PBL; (3) integrating PBL can enhance teachers subject knowledge and teaching skills; (4) with proper PBL design, students can learn well in both computer knowledge and computer skills. From the research findings, a model for integrating PBL into teaching of Computers at the high school level is given.專題式學習高中電腦科個案研究Project-based learningComputer course in high schoolCase study