目前教育改革的趨勢是將課程與教學的設計權下降至學校與教師，以培養多項解 決問題的能力及終生學習的態度與目標。本文乃重新探究「問題－解決」教學策略在學校實 施的可行性。「問題－解決」教學策略乃以學生發現問題開始，激勵學生自己能夠解決，因 此學生需要的是科際整合的知識與技能。對教師而言，必須與其他學科的教師同仁合作設計 課程，克服教學情境中所產生的瓶頸。雖然此教學策略機動性強，理論的探究仍能提供實踐 者在規畫時的心靈地圖，能有效地及反省地引導學生尋找答案。本文從理論探討「問題－解 決」教學的新義，澄清學術的問題與實踐的問題兩者的差異，以瞭解問題解決的歷程與教學 的關係，然後再論及可行的教學策略並舉例說明。最後，以實踐者如何可行的角度，說明形 成科際整合課程與教學的行動模式，以求理論與實踐間的聯結。

　　　　　In view of the fact that one of the aims of the trend of this educational reform is to nurture students' ability in solving problems, it is important for teachers to consider interdisciplinary strategy in teaching. This study aims to discuss the possibility of the interdisciplinary "problem-solving" teaching strategy and to help teachers form their teaching style. This study is organized as follows: 1. Analyzing the concept of "problem-solving" teaching strategy. 2. Taking two examples to explain "problem-solving" teaching strategy in real life situations. 3. Taking the model for teachers to make the curriculum in the interdisciplinary "problem- solving" teaching strategy through cooperating with other teachers. Finally, the author aims to encourage teachers to develop their teaching strategy and learning by teaching.