Abstract:

In traditional training to audience by university general education, it is very popular using “Subject Based Learning” for students. By developing of media nowadays, the teaching ways of general education is becoming more and more complicate. To structure new teaching methods, even to integrate teaching methods for general education is very important. Of course, the teaching method from crossing subject’s boundaries will be a pretty good way for teaching general education in universities.
This article brings up the new teaching method for general education, so-called “Problem-based Learning” (PBL), a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. It was used extensively at many fields nowadays, and is related to social-cultural and constructivist theories of learning and instructional design. The main attempt for this article is to examine using PBL as teaching method whether approaching effect of general education or not. Further, the author compared PBL before and after teaching with first-hand statistical data to understand the practical results for students. The students’ comprehension ability of three core perspectives of general education, namely “cognitive domain (knowledge), affective domain (attitude) and psychomotor domain (skill)” is also deeply analyzed. By gathering statistics, the article finds out that after using PBL as teaching method in general education, the educational effect is extremely significant (p＜0.001). Lastly, the authors indicate that the challenges and problematic PBL as teaching method of general education faced.

Keywords:

General education, Problem-based learning, Teaching Strategy, Teaching method, Critical pedagogy.