以專題式學習法建構醫學生對台灣原住民史之認知Running Title：專題式學習法

Most history courses are dominated by the didactic form of lectures in which students only passively receive information from the teacher but seldom become active learners. In order to correct this undesirable form of learning and to nurture the self-directed learning ability of humanities among medical students, we developed a history course entitled ”The Sun's Tears-Social and Cultural Studies of Taiwan Indigenous Populations,” based on the principle of Project-Based Learning (PBL) approach. Twenty-six medical students from China Medical University participated in this study, and at the end of the teaching semester a survey was conducted to analyze the effectiveness of such a renovation in teaching. We found: (1) The contents and design of this history course stimulated students' learning motivation; (2) PBL facilitated students' construction of historical knowledge; (3) Cooperative learning among students advocated by PBL increased student's collaboration and sharing the learning experiences; (4) PBL enhanced students' self-directed learning; (5) PBL developed students' ability to critically think about social issues. We concluded that the combination of PBL and the teaching history of Taiwan's indigenous people helped medical students to learn independently, work cooperatively, and think critically.