本研究旨在探討國民中學教師應用問題導向學習(problem- based learning)教學的可行性，建立可在國民中學應用的PBL教學設計與教學模式，以為推動學校教師創新教學，發展學校本位課程，並據以提供學校教師創新教學之參考。
為達成上述目的，本研究採用文獻分析、行動研究等方法。首先透過相關文獻分析，以了解問題導向學習的緣起和意義、理論基礎與應用、教學的要素、教學發展實例；其次依據文獻探討的結果，進行國民中學問題導向學習教學設計之行動研究。進而依據行動研究的結論，提出具體建議。
本研究參與行動研究的對象為研究者任職之國民中學各學習領域之種子教師。根據文獻探討和行動研究結果，綜合歸納以下結論：
壹、教師教育訓練方面
一、教師理解九年一貫課程實施主要在創新教學。
二、校長的教學領導能體察教師教學需要凝聚教學團隊。
三、教師增進創新教學之研究能力並獲得研究成果。
貳、教師教學設計與實施方面
一、提升教師專業自主能力落實學校本位課程的實施。
二、PBL符合九年一貫課程與教學之革新理念。
三、教學活動設計以課程為中心轉變為以學生為中心。
四、學習動機持續於整個教學活動促進學生主動學習。
五、教師有效引導和教學決定能激發學生創意空間。
六、科技的運用拓展師生教與學的領域。
依據文獻探討、行動研究與結論，提出以下建議：
壹、學校行政方面
一、建置師生教與學的支援系統以利教師創新教學。
二、校長應扮演教學領導角色以激勵創新教學研究風氣。
三、學校要組成課程研發小組以提升教師教學設計之品質。
貳、學校教師方面
一、教師應建立教學合作團隊促進專業成長。
二、教師應具備行動研究能力以激發創造力精進教學。
三、落實教師教學評鑑以達到教與學的效果。
參、教育行政方面
一、教育行政當局應擺脫傳統行政窠臼以增進學校本位發展空間。
二、統籌經費建置學校「教學資源中心」，達到教學創新之目標。
三、加強教學科技研究與發展以切合教與學革新之需求。

The purpose of this paper is to explore the feasibility of how PBL (problem-based learning) can be applied into the teaching within junior high schools. By using PBL teaching designs and modules, we intend to promote more creative teachings from school teachers and to develop their school–based curriculum. Moreover, this paper might serve as a reference for teachers for creative teaching.
This paper includes a literature review and an action research. From the literature review, we’d like to know more about the origin and meaning of PBL, its theoretic bases and applications, teaching essence, and practical examples. In addition, based on what we’ve learned about PBL, we would conduct an action research on how to develop PBL teaching designs in junior high schools.
The people who involve in this action research are the seed teachers of various subjects in junior high schools. Our results come to the conclusion as follows:
I. In teachers’ training:
1. Teachers should understand that the main point of the nine-year consistent curriculum is to promote creative teaching.
2. The principal should stress the importance of creative teaching. Observe and provide what teachers need in doing so. Lead the school with quality teaching.
3. Teachers should increase their abilities and performance in creative teaching.
II. In teaching design and development:
1. It helps promote teachers’ specialty and facilitate school-based curriculum development.
2. PBL is coherent with the nine-year consistent curriculum, which can be used as a module for creative teaching.
3. Teaching activity is transformed into a student-centered design instead of the curriculum-based one.
4. Students’ motivation lasts longer and that facilitates students’ learning.
5. With effective guidance and teaching, students also become more creative.
6. The use of technology expands the realm of teaching and learning.
From the literature review, the action research and the conclusion we made, we’d like to propose the following suggestions.
I. For school administration:
1. Set up a supporting system for teaching and learning in order to facilitate creative teaching.
2. The principal should play an active role in encouraging creative teaching.
3. The school should establish a team to promote quality teaching.
II. For teachers:
1. Teachers should cooperate among themselves to better their teaching specialty.
2. Teachers should do some action research to inspire their creative teaching.
3. The school should evaluate teacher’s teaching performance regularly.
III. For educational administration:
1. The educational administrator should put a new perspective on increasing the flexibility of school-based development of each school.
2. Budget for setting up a “Teaching Resource Center” for each school to maintain the quality of creative teaching.
3. Develop and research the use of emerging technology to meet the needs of renovations of teaching and learning.

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