課前與課中翻轉教室對自律學習之影響：以國中七年級數學為例

本研究探討於「課前」或「課中」實施翻轉教室對自律學習數學的過程與成效的差異，以新竹市某國中七年級三個班級為對象，編輯均一平臺「一元一次方程式」為七週主要教材，以Edpuzzle平臺進行教學。兩班實驗組分為課前（家中）、課堂中進行課前預習與練習，另一班為控制組維持傳統教學。實驗後以前後測成就測驗及問卷探討不同組間的差異，同時對實驗班的數學教師與學生進行訪談。結果發現三組在學習成效上無顯著差別，只有先前數學能力可顯著影響學習效果，但實驗組學生皆認為翻轉教學與平臺可以幫助學習，並肯定影片插入問題、提供回饋（進度與作答情形）的功能。課中組在自我學習安排、完成影片及學習態度上優於課前組；課前組在觀看影片次數上多於課中組。

關鍵字

自律學習；科技輔助學習；課前；翻轉教室

並列摘要

This study assessed the learning process of seventh graders and the effects of using flipped classrooms preclass and in-class as a quasiexperiment. The study involved three classes of junior high school students in Hsinchu. Two classes were chosen and divided into two groups: preclass (watching online lectures from home) and in-class (engaging in the online course from the classroom). The other class maintained a traditional learning environment as the control group. After the 7-week experiment in which students and teachers were interviewed, no significant differences on the effects of flipped classrooms appeared between the preclass and in-class groups. However, significant differences appeared between the preclass and in-class groups on improved learning attitude, a higher proportion of completion, and the effects of self-regulated learning.

並列關鍵字

Self-regulated learning ； Technology enhanced learning ； Preclass ； Flipped classroom

參考文獻

曾明山、李懿芳（2017）。翻轉課堂教學對高職機械科學生專業科目學習成效之影響。教育傳播與科技研究，117，13-29。doi:10.6137/RECT.201712_117.0002

劉光夏、周宛瑜（2016）。翻轉教學融入國小高年級自然與生活科技領域課程學習成效之探討。教育傳播與科技研究，113，39-62。doi:10.6137/RECT.2016.113.03

葉丙成（2015）。如何確保翻轉教學的成功？BTS 翻轉教學法。中等教育，66（2），30-43。doi:10.6249/SE.2015.66.2.03

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. doi:10.1016/j.compedu.2018.07.021

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi:10.1037/0033-295X.84.2.191

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課前與課中翻轉教室對自律學習之影響：以國中七年級數學為例

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