過去的講述性課程多使用傳統的主題導向學習法，由教師按照教科書內容將同一主題中的相關概念逐一傳授給學生，而「問題導向學習法」(Problem Based Learning，簡稱 PBL）是一種以學生為中心的教學法，使學習者得以主動地透過執行研究、整合理論與實務所習得的知識與技能去發展一個可行的問題解決方法。本研究採用教學實務工作者同時擔任研究者角色的行動研究法，研究目的是針對銘傳大學商品設計系大三的兩門使用混合式PBL教學理念的講述性課程，所產生的教學實務困境進行問題分析，研擬並實施具體的行動方案，經由資料分析與研究者的自我省思，持續進行教學方案之修正，並評估方案之實施成效。研究結果發現：(1)在課堂中和成績無關的活動，學生的配合度較低，例如：課堂詢問問題無人回答、分組報告分工不均以及分組報告時其他同學未能專注聽講……等；(2) 在作業主題上，較不具結構化且切身相關的主題，學生比較有意願投入；而在面對較天馬行空可發揮想像力的作業上，表現也較特別突出。PBL較彈性且具目標性的學習方式及過程，適合具主動學習精神的學生；而行動研究過程中的立即回饋與不斷修正行動以符合實際情境的發展性，尤其適合高等教育實務工作者在教學中的問題解決及專業成長。

Subject-based learning is usually applied on the lecture courses. Teachers teach related topics of a subject. However, the one-way teaching could lead to fossilization of learning. Problem-Based Learning (PBL) is a student-centered teaching method, which gives students the opportunity to examine and apply the information they learn. The purpose of this study is to evaluate the effectiveness of PBL applied on two lecture courses applying PBL in the Department of Product Design at Ming-Chuan Univerity. Action research as a qualitative research was adopted in the study. Results showed that PBL is especially appropriated to apply on students in the design field. However, PBL is not a panacea for everyone; active learners benefit more in PBL than others. Besides, action research well matches with education and benefits both teachers and students in the teaching and learning process because it meets the need of education and enables continuity in research with its cyclic process.