一、活動重點及目的：
本次講座邀請 美國學術交流基金會（Fulbright Program） Alexis 顧問，協助教師理解並實踐以學生為中心之教學模式。講座首先說明PBL強調學生透過長時間探究真實且具挑戰性的問題，在歷程中整合知識、技能與批判思考能力，並以具體成果（final product）呈現學習成效。活動重點在於引導教師掌握PBL核心元素，包括問題導向（inquiry-driven）、學生自主性（student agency）、合作學習（collaboration）與真實情境（authenticity），並理解如何透過專題歷程設計（如主題選擇、問題引導、概念建構、原型製作與成果發表）提升學生參與度與英語使用機會。此外，講座亦強調評量設計在PBL中的重要性，協助教師建立明確學習目標與評量指標，進而促進學生動機與深度學習。整體而言，本活動目的在於強化教師於EMI或專業課程中導入PBL之能力，提升學生整合應用、溝通表達及跨領域思考之學習成效。
This lecture invited Fulbright Program advisor Alexis to support teachers in understanding and implementing student-centered teaching approaches. The session began by explaining that Project-Based Learning (PBL) emphasizes students’ engagement in extended inquiry into authentic and challenging questions, during which they integrate knowledge, skills, and critical thinking, and ultimately present their learning outcomes through a final product. The focus of the lecture was to guide teachers in mastering the core elements of PBL, including inquiry-driven learning, student agency, collaboration, and authenticity. It also highlighted how to enhance student engagement and opportunities for English use through structured project design processes, such as topic selection, guiding questions, conceptual understanding, prototyping, refinement, and final presentation. In addition, the lecture underscored the importance of assessment design in PBL, assisting teachers in establishing clear learning objectives and evaluation criteria to foster student motivation and deeper learning. Overall, the purpose of this activity was to strengthen teachers’ ability to integrate PBL into EMI or discipline-specific courses, thereby enhancing students’ abilities in integrated application, communication, and interdisciplinary thinking.
二、活動特色及執行情形：
本次講座採理論與實務並重方式進行，除介紹PBL基本概念外，亦結合實際案例分享與小組討論，提升教師參與感與應用能力。講者以紐約大學（NYU）課程為例，展示學生如何透過Story Maps進行整合資料蒐集、分析、敘事與視覺化呈現，具體呈現PBL促進高層次學習之成果。此外，講者亦提供多元專題構想（如汽車電池、健身空間規劃、主題海報設計等），引導教師思考如何將抽象概念轉化為具體任務。活動中安排小組討論，讓教師以英語進行交流，實際規劃自身課程之PBL專題，包括學習目標、學生任務與評量方式，並反思PBL相較傳統講授或個別作業之優勢。整體執行過程強調互動與實作，促進教師從「理解」進一步邁向「設計與應用」，不僅提升教學創新能力，也強化EMI課堂中學生語言使用與學習動機之連結。
The lecture adopted a balanced approach between theory and practice. In addition to introducing the fundamental concepts of PBL, it incorporated case sharing and small group discussions to enhance teacher engagement and practical application. The lecturer presented an example from New York University (NYU), demonstrating how students use Story Maps to create creative cartography projects that integrate data collection, analysis, narrative development, and data visualization, showcasing how PBL promotes higher-order learning outcomes. Furthermore, the lecturer provided a variety of project ideas, such as car batteries, gym space planning, and poster design, to guide teachers in transforming abstract concepts into concrete tasks. Small group discussions were also arranged, during which teachers communicated in English and collaboratively designed PBL projects for their own courses, including learning objectives, student tasks, and assessment methods, while reflecting on the advantages of PBL compared to traditional lectures or individual assignments. The overall implementation emphasized interaction and hands-on practice, enabling teachers to move from understanding to design and application. This not only enhanced innovative teaching capacity but also strengthened the connection between student language use and learning motivation in EMI classrooms.
三、活動之質量化指標：參加人數 15 人，參與滿意度 95.43 %
最後修改日期2026/04/29
