翻轉課堂E-C-E模式在學前本科專業“幼兒水墨畫”課程教學中的實踐研究

翻轉課堂教學模式（Flipped Classroom Approach）主張將傳統的「教師講解、學生作業」兩者翻轉，讓學生課前主動預習，教師在課堂上響應問題，引導學生們合作學習、共同討論，課後自主復習，鞏固所學知識。“幼兒水墨畫”課程，是學前教育本科生必修兩學分，教學時間是一學期16周，共32學時，但因為水墨畫技巧多，課堂時間不敷使用，必須進行課程結構改革。本研究將翻轉課堂教學應用於學前教育專業本科生的“幼兒水墨畫”課程，設計出E-C-E三階段模式，以學校提供的線上教學平台超星學習通，讓學生課前線上預習和課後復習（E-learning），教師上課時針對課程難點進行示範教學，並組織討論學生問題。研究參與者為36位學前教育本科生；研究方法為文獻分析、自我調節學習問卷調查和訪談法，收集實驗教學前後測成績、學期總成績，及進步得分，並以自我調節學習得分高低分組，比較考核自主學習是否影響學生在“幼兒水墨畫”課程的學習成效。文獻計量分析結果顯示，翻轉課堂適合用於“幼兒水墨畫”這類操作性強的課程，前後測結果顯示，自我調節學習得的學生在學期末的學習成效較好。預習以15分鐘的效果最好，複習的時間有7-8分鐘至1小時，但未有顯著影響。又以Random Tree決策樹，得到良好學習績效預測模式，最重要的因素是前測，其次對美術有無興趣、是否學過水墨畫、自我調節能力和性別；依決策樹可知前測得分低的學生，即使未曾學過水墨畫，只要有興趣，自調節能力中等，仍然可以在繪畫技巧上快速進步。多數學生在訪談中的反饋信息提及，對水墨畫課程中所學習的技巧感興趣，有自信能畫好一幅畫，而且，課程結束後仍會想再自學，可見自信心、自律和興趣，這種非認知能力對學習成效有一定的影響力。本研究證實E-C-E模式是適合學前教育專業，結合線上線下的學習，補充了原本課程時數不足的缺點，值得推廣。

關鍵字

翻轉課堂；學前教育專業本科；幼兒水墨畫； E-C-E模式

並列摘要

Flipped Classroom Approach aims to flip the traditional teaching mode ＂the teachers lecture, the students practice＂, allowing students to actively preview before class, teachers respond to questions and guide students' discussion via cooperative learning in class, and independently review the knowledge learned after class. Kindergarten Ink Painting＂ is a two-credit required course for undergraduates in the department of Early Childhood Education. The time of duration is 32 hours in 16 weeks a semester in total. However, the curriculum structure must be reformed due to 32 hours are insufficient for students to learn and practice the many ink painting skills. In this study, the three-stage E-C-E model, which was designed based on the Flipped Classroom Approach, was applied to the ＂Kindergartener Ink Painting＂ course of Early Childhood Education undergraduates. Chaoxing Super Star, the E -learning platform provided by the school, allows students to preview online before class and review after class (E -learning), the teacher demonstrates, responds to the difficult points of the course, and conducts the discussion on students' problems. The study participants were 36 undergraduates of Early Childhood Education; the research methods were literature analysis, self-regulated learning questionnaires and interviews. The pre-post test scores were calculated to compare the students' achievement after the experiment teaching. The 27%-73% principle was applied to divide the high and low groups by self-regulated scores. The final grades, final exam scores, and progress scores were collected and compared according to the groups by self-regulated learning scores to assess whether or not autonomous learning may affect the learning students' effectiveness. The results of bibliometric analysis show that flipped classroom approach is suitable for operability courses such as ＂Kindergarteners Ink Painting＂. The results of pre-test and post-test show that students with high self-regulated learning have better learning results at the end of the semester. The effect of preview is proved to be 15 minutes, and there is no significant effect on the time of review, ranging from 7-8 minutes to 1 hour. The Random Tree decision tree is used to obtain a good prediction model for learning performance. The most important factor is the pre-test, followed by whether you are interested in art, whether you have learned ink painting, self-regulation ability and gender. According to the decision tree, students with low pre-test scores can make great and rapid progress even if they have never learned ink painting, as long as they are interested and have moderate self-regulated ability. Most of the students' feedback in the interview mentioned that they are interested in the skills learned in the ink painting course; some of them are confident to draw a picture well, and they still want to learn by themselves after the course, showing self-confidence, self-discipline and interests. This non-cognitive ability has a certain influence on learning effectiveness. This research confirms that the Combined with online and offline learning, E-C-E model is suitable for Early Childhood education majors, supplements the shortcomings of the lack of course hours, and is worthy of promotion.

並列關鍵字

Data mining ； bilingual education ； predictive model ； teacher training ； decision tree

參考文獻

吳佳芬(2018)。學前教育師範生幼兒水墨畫創新課程行動研究, 《科學與人文研究》，6(1):33-45。

Tsai, H. L., & Wu, J. F. (2020). Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019. Science Editing, 7(2), 163-168.

李彤彤，龐麗，王志軍(2018)。翻轉課堂教學對學生學習效果的影響研究— 基於37個實驗和准實驗的元分析，《電化教學研究》，5，99-107。