背景與目的：本研究旨在探究不同學習風格學生對問題導向學習（Problem-Based Learning，以下簡稱PBL) 的戚受•進而對其應用於國内大學物理治療教育提出建言。方法：36位在三年級上、下學期經歷傳統講述教 學和PBL課程的物理治療學生，接受Kolb學習風格量表施测。接著由同化、聚斂、調適與擴散學習風格學 生中各選取三位造行半結構晤談。結果：不同學習風格學生均認為傳統講述教學造成學生惯於被動聽講和背 誦記憶，而PBL引導學生資料搜尋、溝通討論、包容他人看法、知悉多元答案。聚歛型學習風格學生均喜 歡PBL，其他類型學習風格學生烕受較不一致，並出現不喜歡PBL的情形。學期結束時，最終喜歡與不喜歡 PBL的學生人數比例為3 : 1。喜歡原因與小组討論、資料分享有關，不喜歡原因與不確定烕、學習疲乏、資 料蒐尋過於費時有關。結論：不同學習風格的物理治療學系學生對PBL課程的戚受不一。欲在國内物理治療 教育中推行PBL，建議考慮降低不確定戚、學習疲乏、資料蒐尋過於費時的負面因素，如此方能提高學生對於 PBL的接受程度。

Background and objective: This study investigated the pcrccprions of students with differenr learning styles about problem-based learning (PBL) to provide suggesrions for physical therapy education programs at universities in Taiwan. Methods： The Kolb Learning Style Inventory was adopted to assess 36 students majoring physical therapy in their third year of university. The students received conventional lecture-based courses in the first semester and a PBL-bascd course in the second semester. Subsequently, scmistructured interviews were adminivStcrcd to students with assimilating, converging, accommodating, and diverging learning styles. For each category, three students were interviewed. Results： Ihc students considered that the conventional lecture-based teaching emphasized listening and memorizing, whereas PBL motivated them to search for information, communicate and discuss, consider other peopled opinions, and generate multiple answers. All the students with a converging learning style preferred PBL; however, not all students with other learning styles preferred PBL. At the end of the second semester, the ratio of students who liked and disliked PBL was 3:1. Students preferred PBL because it involved group discussions and information sharing; by contrast, they disliked it because of uncertainty, learning fatigue, and the overly time-consuming process of information searching. Conclusion： Physical therapist students with different learning styles varied their perceptions toward PBL courses. Therefore, negative factors, such as uncertainly, learning fatigue, and the overly time-consuming process of information searching, should be minimized to enhance students, acceptance of PBL, thereby promoting PBL in the pliysical therapy education in Taiwan.