翻轉教室教學模式融入服務學習對核心能力訓練之成效探討

The Research of Effectiveness of Blending Flipped Classroom Mode and Service Learning to Core Capability Training

巫宣葦(Hsuan-Wei Wu) ； 李志文(Chih-Wen Li)

《工程與科技教育學術研討會論文集》 第四屆 (2015/05) Pp. 67-79

https://doi.org/10.6571/CETE.2015.04.07

摘要

傳統教學模式的教學目標僅能著重於厚植數理基礎、完備專業知能、以及強化實務技術。本研究嘗試以翻轉教室融入服務學習，除了保有傳統課程的教學目標外，並提升學生的自主學習、解決問題和社會關懷核心能力等教學目標。翻轉教室教學模式的建立，需要教師花費長時間的建立數位影音教材，清楚和同學進行親師交流。上課的主角不再是老師在講台上進行知識傳授，而是讓學生先在家透過雲端開放式課程，得到了見解和疑惑，透過分組學生在課堂進行討論和發表，進而討論出相關結果。其中老師只扮演協助的角色。這門課藉由語音教材、討論、作業設計、線上測驗與討論室的經營，以求達到學生自主學習的初步目標。服務學習與專案本位式學習模式，其中服務學習執行上具有準備／構思、服務／實踐、反思／檢討和發表／慶賀四大階段。因此本研究期許這兩種教學模式可以相輔相成，透過PjBL應運在服務學習過程中，由學生設計並經營實驗闖關活動，達到創意設計，問题解决，並展現服務過程所獲得之學習成果，更可體現社會關懷，拓展國際視野等教學目標。本研究發現翻轉教室和服務學習所提升的核心能力，各有不同之處，雖有部分核心能力重疊，但兩教學模式相融可以形成互補關係，比單一教學模式更具完整性。

關鍵字

翻轉教室 ； 服務學習 ； 專案本位學習模式 ； 核心能力 ； 開放式課程

並列摘要

The teaching goal for tradition courses could only focus on rooting mathematic foundation, learning professional knowledge, team-work and strengthening practical skill. The research attempted to establish a pattern teaching mode, flipped classroom mode which keeps the same teaching goal like traditional courses and improves core abilities. To establish flipped classroom model requires teachers to spend long time building up video teaching material and clearly communicate with students. The main role in the class is not a teacher lecturing on the stage anymore but letting students learn by open course ware from cloud at home, have some feedback, questions, and separate into groups to discuss and present which would come up related results in classroom; in this education model, the role of teachers is to assist. In the flipped classroom, cloud teaching material, group discussion, assignment, small project, on-line exams and discuss room are used to reach the primary goal, independent learning. Small project is processed with service learning mode includes four stages: preparation/conception, service/practice, reflection/self-critic and presentation/celebration. Moreover this research expects to combine service learning and project-based learning (PjBL) mode. Through applied PjBL during the service learning progress, students could learn creative design and problem solving by designing and processing the experiment activities which also could express some teaching goals, such as, diverse learning during the service, social care and expand international perspective…etc. The research found out flipped classroom mode integrated with service learning pattern could improve different core abilities. Although some parts of core abilities are repetitive, but it could be a complementary relationship which is more complete and comprehensive than single teaching pattern.

並列關鍵字

Flipped classroom ； Service learning ； PjBL ； Core ability ； Open course ware