通識教育的教學方式影響教學與學習成效。PBL（Problem-Based Learning）是一種教學策略亦是一種教學觀念，透過以問題為核心之課程設計，引導學習者發現問題、思考問題，進而培養獨立思考與解決問題之能力。對於提高通識教育之學習成效具有正面之功能，亦是通識教育值得發展之方向。本文以筆者執行教育部通識課程A類補助之「史傳文學與生命圖像」課程為例，由課程規劃、教案撰寫、TA及小組討論設計及作業與行動學習設計等角度討論PBL如何運用於文史通識課程之設計與執行。除簡介PBL觀念外，更期望能探討PBL於文史通識課程運用之可能性與發展，期能透過實際執行經驗之分析與討論，提供幾個思考面向與建議。

This paper discuss how to use " Problem-Based Learning " in general education. " Problem-Based Learning " is a kind of teaching strategy and concept, the teacher could guide the learner to find the issues and to think about it by the course which is designed to the core of question. Therefore,it is a new direction what is worthy of developing.We try to display the experience of practice the course about " Life history " . Pass through the course designing , the learning groups discussing with " TA " , we try to expound how to practice the course of " PBL ".