||As the giant changes in the external environment, as well as a comprehensive reform of national education policy, public school teachers are facing with unprecedented challenges. How innovative teaching? How to address the needs of students? How to inspire motivation to learn? How to improve effectiveness of teaching and learning? These problems have become the most critical issues in our education. The general guidelines of grade 1-9 curriculum which emphasizes the ability of students should be equipped through the real life situation as “learning by doing”; this learning philosophy exactly matches the concept of “problem-based learning” which encourages students gain knowledge and skills via the process of problem solving. Although traditional teaching method allows learners to acquire knowledge, it is not enough to train learners in the real world, and apply knowledge and skills to solve problems. Therefore, this study focuses on high-grade elementary students in the fields of social study, natural and life science, and English, and integrates the “problem-based learning” into the curriculum design in these three particular disciplines. Using problem-oriented situation into the curriculum topics: “Fort San Domingo great adventure” for social study, “What! Taiwan is a water shortage country” for natural and life science, and “Where is Dr. Mackay?” for English, as the learning themes. Integrating the concept of context aware, GPS technology, QR Code and situated learning strategy, this study attempts to develop a mobile learning supporting system. Using “Smart phone and tablet computer” as the hand held device incorporates with the problem-based learning lesson plan in three disciplines to initiate the learning activities such as role playing, problem solving and small group interaction to create a real life situation to enhance learning motivation and achievement. Furthermore, in order to understand and help students to realize their own strengths and shortcoming for lifelong learning, this study also use the Chinese version of ILS (Ku & Shen, 2009) to interpret students’ learning style which also use as an independent variable to cross-exam with learning motivation, attitude and achievement to get more accurate results. With the purpose of collecting more comprehensive data, research ethics, and student interests, this study is expected to be a three year project which not only is the sample size increasing, but the system is also hopefully promoted on campuses. In addition, the user satisfaction and system performance are also further discussed.
九年一貫課程中強調培養學生帶著走的能力，讓學生「從做中學」，希望透夠過生活周遭的的環境，讓學生在情境中練習。而這樣的教學理念，與「問題導向學習」從問題解決的共過程中，獲取知識，熟練技巧的概念，不謀而合。傳統式教學雖然可以讓學習者獲得知識，但是卻不足以培養學習者在真實世界中，應用知識解決問題的技巧和能力。 本研究與新北市三所國小之中高年級社會科、自然科與英語教師合作，針對國小學童的需要，嘗試將三個不同領域的學習主題，將課程重新設計，融入「問題導向式」學習，分別以社會科「海賊王紅毛城大探險」，自然科「甚麼！台灣是缺水的國家！？」，英語科「Where are you Dr. Mackay？」情境單元為學習主題，融入情境感知，GPS 定位技術，QR Code及手持載具（智慧型手機/平版電腦），配合教案的教學設計，開發一套情境式教學系統。除主要的問題導向學習之外，更配合角色扮演，情境學習以及小組互動等學習策略的實施，模擬真實情境學習的方式，透過同儕之間的互動學習，激勵學生對不同領域的學習動機，並提升學生的學習興趣與成效。在研究方面，希望能夠了解課程實施後學習成效及學習態度上的差異，並且能夠瞭解「問題導向」學習在三種不同學習領域之間的差異性。 再者，為了瞭解並幫助學習者自身的優勢與劣勢，並幫助適性化的學習，本研究同時使用ILS中文版（Ku & Shen，2009），解讀學生的學習風格，並作為一自變項，與學習成就，學習動機與學習態度作交叉比對，以期得到更準確的分析結果。為要蒐集更完備的數據資料，研究的倫理與學生的受教權益，本研究預期花費三年的時間，將三個領域的教案設計，分別實施在三所學校，不僅是樣本人數的增加，也希望能夠在校園中推廣。當然系統評鑑與使用效能與教案設計間的配合，亦是本研究的重點。