行動導向學習強調透過讓學生討論和主動思考實際發生在社會四周的事件，並把想法付諸行動，最終獲得對社會事件的敏感度和親身經驗。由於行動導向學習不受限於既有的專業知識框架，適合用來教導學生過去專業學科知識難以處理的議題。本研究嘗試了解採用行動導向學習的通識課「性別與心理健康」，在學生完成「約會練習室」作業後，對於有關戀愛和約會議題的主體性、主動思辨，以及約會的親身體驗。本研究採用焦點小組研究方法，取得54位學生的訪談結果。結果顯示完成「約會練習室」作業後，學生得到了實際約會的經驗，知道怎樣完成一個約會，明白如何在約會中為他人設想，且對自己約會的能力評價也有所上升。 Action orientated learning emphasizes students' learning through their first-hand experience and sensitivity of social phenomena. This learning is achieved through students’ discussion, active thinking and eventually practical behavior of them. Action orientated learning would not be restricted by any prerequisite professional knowledge, and it is a new educational method suitable for the teaching that professional disciplines can hardly addressed before. The current study attempted to investigate the teaching outcomes of a general education course ("Gender and mental health") that employed action orientated learning. After the students finished a dating exercise, the students' agency, active thinking, and first-hand dating experience of romantic relationship were investigated. This study employed the focus group method to extract the subjective opinions of the 54 students. Results showed that after the dating exercise, the students acquired the first-hand experience of dating and they understood how to date someone. They also understood how to be thoughtful to their partners, and had a higher evaluation of their ability to conduct a date. During the exercise, the students had some problems like the difficulty to find a dating exercise partner, the date schedule did not keep up with new situations, and the fear of being rejected. The students asked for the assistance like intra-class pair-up, the teaching of talking skill in date, and the opportunity of the teacher's one-to-one advice. The results supported that action orientated learning could facilitate students' agency, active thinking to topics, and provide students with first-hand experience of the topics.
