本研究旨在運用「專題導向式」學習策略(Project-Based Learning PBL)融入國中國文科現代詩創作教學之研，本研究由研究者結合另一位國文科協同教師組成一個研究小組，藉由教師的合作、討論、設計、訪談、檢討、省思、修正、成長，共同設計「專題導向式」學習策略融入國中語文現代詩創作教學課程。研究過程中以記錄、觀察、修正、再執行、再修正不斷反思的方式進行，教學歷程與師生互動的學習實錄、學生學習訪談及教師省思札記是本行動研究的研究成果。研究結果發現透過新詩創作「轉題導向式」學習策略的實行，學生對現代詩的創作有進一步的了解，而以專題小組合作學習的方式，可促進學生學習動機及成效。教學活動設計結合生活情境，可提升讓學生對現代新詩創作的興趣，也可達成教學上情意部份的學習目標。

　　　　　The purpose of this action study is to implement a project-based learning strategy in a modern Chinese poetry class at a junior high learning strategy in modern Chinese poetry class at a junior high school in Taipei country and have students explore a new learning experience for modern Chinese poetry. The researchers cooperated with a teacher who taught Chinese and designed a five-week teaching plan via a project-based learning strategy in order to motivate students’ interest for modern Chinese poetry and to inspire student creativity in writing modern poems. In the last learning activity section, student groups published Chinese poetry books using computer technology. During the 5-week teaching period, the researchers observed and recorded the interactions between the teacher and students in each section of the Chinese class. After the 5-weeks of instruction, the result showed students were more interested in modern Chinese poetry writing and were willing to share their thoughts about their poetry writing. Additional findings and suggestions are presented in this research paper.