近年來，跨文化溝通能力逐漸成為外語教學界培育跨文化工作人才的教學重 點，期許學生精通語言外，亦能掌握多元文化議題並言之有物。 本研究以文藻西文系104學年度四技部四年級選修課「西文新聞」修課學生為研 究對象，以行動研究的方式進行為期一學年的研究，嘗試以「翻轉課堂」與「問題 與專題導向學習」教學模式授課，引導學生自主學習，期望有效提升學生跨文化理 解與溝通能力，同時強化其西語學用能力。 本文介紹了此研究課程最初的設計內容及理念，以及課程進行中遭遇的困難， 並於反思與檢討當初設計思慮不周之處後，提出未來可改善的方向。

Teaching a foreign language is not tantamount to giving lectures on the language itself, but should also enable students to develop their cross-cultural empathy and understanding. Thus, in recent years, we have seen how the formation of intercultural communication has become an important part of foreign languages teaching. It is hoped that, in addition to achieving language proficiency, students can empathize with others and address multicultural issues from a variety of perspectives. In line with the above, this study aims to analyze a case of the elective course, Journalism, of the fourth-year Spanish majors at Wenzao Ursuline University of Languages. This course has been developed in the academic year 2015/2016 on the basis of two popular pedagogical models: Flipped Classroom and Problem & Project-based learning. This article introduces this course, including its content, initial objectives, the difficulties encountered during its execution, as well as the improvements introduced in response to these difficulties and, finally, a series of final reflections in the hope of being useful in the future studies.