| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 107 === The purpose of this study was to solve the problem of students’ passive learning in a special project classroom. The researcher adopted project-based learning (PBL), a student-centered teaching for students of one vocational high school in Tainan to improve current difficult situation. An action research approach was employed. Both qualitative and quantitative measurements, including teacher’s reflective journal, interviews, students’ learning journal as well as students’ course feedback and reflection were performed for data collection and analysis. The findings of the study were as follows:
1. Applying PBL to the special project course could improve students’ learning attitude. Students rejecting learning at first generated interest and motivation for special project. Students gradually built confidence in learning and gained a sense of achievement. When faced with difficulties, students were able to find out solutions in a proactive instead of passive way. Students preferred PBL to didactic teaching. Students who used to learn individually realized the importance of cooperation.
2. Applying PBL to the special project course could increase students’ learning outcomes, including the ability to do a special project, to think critically, to communicate with others, to solve problems, to collect and analyze data, and to use document processing software. In terms of English learning, students enhanced English writing and speaking skills.
3. Applying PBL to the special project course could enhance teacher’s professional development and provide teaching reflection.
Based on the results, suggestions for application of PBL and for further study are provided.
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