翻轉教室教學策略於護理教育課程之應用

Application of Flipped Classroom Teaching Strategy in Nursing Education

黃惠滿(Hui-Man HUANG) ； 鄭夙芬(Su-Fen CHENG)

《護理雜誌》 65卷6期 (2018/12) Pp. 5-12

https://doi.org/10.6224/JN.201812_65(6).02

摘要

教育的最終目標在培養學生具備終身學習的能力。學生具備終身學習能力，必能同時提升其他專業核心能力，特別是問題解決能力與臨床推理決策能力。促使學生具備終身學習能力必須先讓學生學會自我導向學習。文獻顯示翻轉學習可以提升學生自我導向能力，翻轉教學需要事先錄製授課影片，在課堂中強化師生互動、引導學生深入學習。本文作者研發四階段互動式案例學習模式（4-phase dynamic case-based learning）教學策略並與翻轉學習結合，成功的將此創新教學策略運用於護理不同學制中，強化學生自我導向學習能力及臨床推理能力。本文從翻轉教學概念談起，說明翻轉教學的特性與教學設計，之後再說明四階段互動式案例學習模式的內涵以及在不同護理學制之實際運用情形，期使護理教育者能運用翻轉教學策略於教學實務中。

關鍵字

翻轉教室 ； 翻轉教學 ； 翻轉學習 ； 四階段互動式案例學習模式

並列摘要

The ultimate purpose of education is to provide students with the skills and motivation necessary for lifelong learning. Students with lifelong learning abilities are better able to continue improving their professional core competencies, especially in terms of problem solving and clinical reasoning. Prior to enhancing lifelong learning abilities, students must learn self-directed learning. Studies have shown that flipped classroom learning has the potential to improve self-directed learning. Flipped classroom teaching requires prerecorded lectures, strengthened teacher-student interaction, and assisting students to learn in-depth. The authors developed a four-phase dynamic case-based learning (4D CBL) innovative teaching strategy and then assimilated this strategy into flipped classroom teaching. This innovative teaching strategy may be used in various academic nursing programs to reinforce self-directed learning and clinical reasoning abilities. After introducing the concepts of flipped classroom teaching and 4-D CBL, how to merge 4D CBL with the flipped classroom model and the effectiveness of this innovative teaching strategy are demonstrated. Nurse educators may use the flipped classroom teaching strategy with 4D CBL in their future practice.

並列關鍵字

flipped classroom ； flipped teaching ； flipped learning ； 4-phase dynamic case-based learning

參考文獻

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