Abstract
The purposes of this study were to explore BOPPPS integrated into Project-based learning mode to improve the professional ability of pre-service special education teachers in the "Intellectual Disability" course. The action research method is adopted, a total of 23 first-year undergraduate students are used as research participants. The BOPPPS integrated into Project-based learning mode program is designed with a total of six units and lasts for 18 weeks. Pre and post-test quizzes, learning satisfaction questionnaire, and self-evaluation forms of cooperative problem solving as research tools are administered to evaluate research participants. Data analysis was based on averages, standard deviations, and t-test to understand the effectiveness. The research results were as follows: 1. The post-test scores in the 6 units are all higher than the pre-test scores. Among them, the difference between the pre-test and post-test scores is the largest in Unit 1, Unit 2, and Unit 3. 2. The results of the learning satisfaction questionnaire after the course showed that the average score is 3.41, among them which the teacher has rich professional knowledge in this course, and the knowledge acquired to be applied to future work and life are relatively high. 3. The results of the cooperative problem-solving ability questionnaire after the course showed that the average score was 3.53. Among them, the ability to respect the different ideas and viewpoints of the group members during the problem discussion process, and the ability to abide by the group rules jointly formulated by the group members are higher. 4. Based on the research results, the researcher makes recommendations for future teaching in practice.