導入翻轉學習與適性教學在程式設計課程之實現與初探

The Realization and Preliminary Exploration of Introducing Flipping Learning and Adaptive Instruction in Programming Courses

許雯絞

《工業科技教育學刊》 14期 (2021/09) Pp. 163-179

https://doi.org/10.6306/JITE.202109_(14).0010

摘要

教育部在十二年國教新課綱，以及針對大專院校的「高教深耕」計畫，均加強了學生學習程式設計的規劃。而資訊相關科系的學生，仍有多數對於學習程式設計感到困難與挫折。過去傳統「以教師為中心」的授課模式之下，對於提升學生的學習興趣，其成效似乎有限。為了設法使學生更能融入課程，本研究在Java程式設計課程中導入翻轉學習（Flipped Learning）和適性教學（Adaptive Instruction）理論，以達到提升學生學習態度和學習成績。本實驗以資訊管理系大學二年級的學生為實驗對象，學生課前預習教師提供的教材，課堂中由教師先加強重點教學，期中考之前以個人或分組的方式進行解題訓練，期中考之後依期中考成績將學生分為兩組，導入適性教學活動。本研究採用問卷調查法蒐集學生「學習態度」前、後測的資料，以及「翻轉教室學習感受」後測資料。而學習成績則以該班學生前一次程式設計課程（C語言）與本次課程之學期分數為依據進行比較。研究結果顯示，學生對於本研究所規劃之教學活動普遍感受度佳，後測「學習態度」較前測整體有提升，且學習成績的提升也有顯著的效果。本研究之教學模式於Java程式設計課程之實踐經驗及成果，可以提供教授類似課程之教師作為參考。

關鍵字

翻轉教學 ； 程式設計 ； 適性教學 ； 學習成果

並列摘要

The Ministry of Education has strengthened the planning of learning programming language for students in the new plan of 12-year compulsory education and the ＂Higher Education Sprout Project＂ for colleges and universities. However, most of the students in the computer science or information departments still feel difficulties and frustrations in learning programming. In the past, the traditional ＂teacher-centered＂ teaching model seemed to have limited effectiveness in enhancing students' interest in learning. In order to attract the attention of students, the project adopted the theories of ＂flipped learning＂ and ＂adaptive teaching＂ in programming courses to improve students' learning attitude and learning effectiveness. The experimental subjects of this study are the sophomore students in the Department of Information Management. Students preview the teaching materials provided by teachers before class. In the classroom, the teacher taught the main points of the lectures. Then, conducting problem-solving or higher-level critical thinking activities individually or in groups. Before midterm, students mainly conduct problem-solving training. After midterm, students were divided into two groups based on the midterm results, and adaptive instruction activities were introduced. This research uses a questionnaire survey method to collect students' pre- and post-test data of ＂learning attitude＂, as well as posttest data of ＂perceptions of flipped learning＂. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that students are generally highly satisfied with the teaching activities planned by this study. The post-test ＂learning attitude＂ has improved overall compared with the pre-test, and the learning effect is also significant. The practical experience and results of the teaching model of this study can be used as a reference for teachers who teach similar courses.

並列關鍵字

flipped teaching ； programming ； adaptive instruction ； learning effectiveness