本研究探討國小實施專題課程的歷程，並分析實施專題課程對於學生學習成效的影響。本研究以個案研究法，選擇一所實施專題課程的實驗小學三年級授課教師和學生作為研究對象，以訪談、觀察、文件蒐集及問卷施測等資料蒐集方法。根據資料分析，得到以下研究結論：課程實施歷程為四階段課程循環，包含專題構想、思考探究、成果發表、反思與銜接等階段，展現學生素養形成的歷程。教師妥善運用相關資源來因應課程的挑戰，並促進學習成效，包含學生提升問題解決能力、學生有多元機會展現多元智能、學生提升思考與溝通能力等。

This study explored the implementation of a project curriculum in an elementary school and analyzed the effect of the curriculum on learning effectiveness. A case study approach was employed, and third-grade teachers and students from an experimental school were recruited. Data were collected using interviews, classroom observations, document reviews, and questionnaires. The findings revealed a curriculum cycle comprising four phases: project introduction, thinking and exploration, presentation, and reflection. This process fostered competency development, enhanced problem-solving skills, supported the development of multiple intelligences, and improved thinking and communication. Teachers effectively used resources to overcome challenges and promote learning effectiveness.

多元智能、素養課程、專題式學習、專題課程、探究式教學

project curriculum, multiple intelligences, project-based learning, inquiry-based teaching, competency-based curriculum