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

The Impact of Flipped Classroom Teaching on Learning Effectiveness of a Professional Course for Mechanical Department Students in a Vocational High School

曾明山(Tseng, Meng-Shan) ； 李懿芳(Lee, Yi-Fang)

《教育傳播與科技研究》 117期 (2017/12) Pp. 13-29

https://doi.org/10.6137/RECT.201712_117.0002

摘要

本研究旨在探討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，以建立高職專業科目教學實踐的參考。本研究彙整與分析翻轉課堂在教學上相關理論，發展「翻轉課堂」的教學模式，繼之以準實驗研究法進行教學實驗，以瞭解學生在此教學模式下，認知、分析、創意、實作能力及學習態度等學習成效的表現。本研究採用成功智能量表、學習成就測驗及學習態度量表為測驗工具，藉以比較學生在翻轉課堂教學模式與傳統教學模式下學習成效的優劣。主要發現：一、翻轉課堂教學模式能有效提升學生專業科目的學習成效。二、翻轉課堂教學模式對學生專業科目學習成效顯著優於傳統教學模式。據此可知，翻轉課堂教學為實踐高職專業課程的有效方法，能將複雜的學科理論與實務操作融合，是高職專業課程教學值得推廣的一種創新教學模式。

關鍵字

翻轉課堂 ； 成功智能理論 ； 學習態度

並列摘要

This study was designed to investigate the impact of the flipped classroom teaching method on the learning effectiveness of a professional courses for mechanical department students in a vocational high school. A quasi-experimental design was conducted to understand students' learning effectiveness in cognition, analysis, creativity, practice, and learning attitude. The instruments included the Sternberg Triarchic Abilities Test, achievement test, and learning attitude scale. The results from experimental group (flipped classroom teaching method) were compared with those from compared group (traditional teaching method). The main findings were: First, flipped classroom teaching model effectively improved learning effectiveness. Second, comparing to traditional teaching method, students with flipped classroom model had significantly higher scores in cognition, analysis, creativity, practice, and learning attitude. The implication is that flipped classroom might be one effective teaching method that could fit for vocational-oriented subjects in vocational high school level.

並列關鍵字

Flipped classroom ； Successful intelligence theory ； Learning attitude

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