翻轉教學應用於偏鄉網路課輔國小高年級數學之成效

APPLYING THE FLIPPED CLASSROOM INSTRUCTIONAL MODEL TO RURAL ONLINE TUTORING PROGRAM IN UPPER ELEMENTARY MATHEMATICS

陳麒(Qi Chen) ； 高台茜(Tai-Chien Kao)

《當代教育研究季刊》 27卷2期 (2019/06) Pp. 1-37

https://doi.org/10.6151/CERQ.201906_27(2).0001

摘要

研究目的：本研究旨在探討翻轉教學應用於偏鄉網路課輔國小高年級數學之成效。研究設計／方法／取徑：本研究採準實驗法之不等組前後測設計進行教學實驗，以教育部補助東華大學數位學伴網路課輔計畫為主要研究場域，參與者包括實驗組25位、對照組29位，共54位偏鄉高年級學童，以多因子共變數分析考驗實驗處理的效果。研究發現或結論：研究結果顯示，在控制了前測得分後，實驗組偏鄉學童在後測的整體學習表現上都顯著高於對照組，且皆達到至少中度以上的效果量，其中在公因數與公倍數單元中則是達到高度效果量。研究原創性／價值：翻轉教學在各領域、場域的應用與成效，為當代教學革新提出一個前瞻性的可能，其關鍵因素「科技運用」與「參與互動」的運作方式，符合當前網路課輔教學的特性，包括網路課輔的科技元素以及一對一教學模式的互動優勢，可以提供弱勢學童有意義的學習活動。本研究透過實徵資料的蒐集與分析，驗證了翻轉教學在網路課輔應用的可行性。

關鍵字

高年級數學 ； 補救教學 ； 網路課輔 ； 翻轉教學

並列摘要

Purpose: The purpose of the study is to investigate the effectiveness of applying the Flipped Classroom Instructional Model to the rural online tutoring program for Upper Elementary Mathematics. Design/methodology/approach: The study took the unequal-group pretest-posttest quasi-experimental design to conduct the teaching experiment. The research setting was the Digital Partner Online Tutoring Program of National Dong-Hwa University, which was supported by the Ministry of Education of Taiwan government. The participants consist of 54 upper grade students from rural elementary schools, with 25 students in the experimental group and 29 students in the control group. The effectiveness of the experiment was detected by the factorial design of covariance with pretest as covariate and grade level as moderator. Findings: The results of the study indicated that the experimental group's overall learning performance on posttests was significantly better than the control group's after the effect of pretests had been controlled. And the differences all achieved medium effect size. Among the four mathematical concepts, the differences on the two more advanced ones, ＂Common Factor＂ and ＂Common Multiple＂ even achieved large effect size. Originality/value: The application of ＂Flipped classroom model＂ in various fields provides a prospective possibility for teaching innovation. Its critical factors, ＂using technology＂ and ＂participatory interaction＂, exactly match the characteristics of the on-line tutoring program, including the on-line learning environment and the one-on-one interaction. The study provides empirical evidence for the effectiveness of applying the Flipped Classroom Model to the online tutoring program.

並列關鍵字

Upper Elementary Mathematics ； Remedial Instruction ； On-line Tutoring ； Flipped Classroom Instructional Model

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