聆聽學生的聲音：以翻轉教學融入問題導向學習提升學習成效之研究

Listening to Students' Voices: A Study of Problem-based Learning with Flipped Classrooms on Enhancing Learning Performance

陳佑全(Yu-Chuan Chen) ； 段翰文(Han-Wen Tuan) ； 楊國隆(Kuo-Lung Yang)

《弘光學報》 89期 (2022/03) Pp. 125-146

https://doi.org/10.6615/HAR.202203_(89).0009

摘要

大學的課程內容與教學方法，隨著建構主義的倡導，已將學生主動學習視為教學的重心，並被許多研究學者證明，學生的主動積極的學習，會比教師傳統講述式之學習方式更有效率。為此教室並非教師獨自一人講授，而是師生之間充滿無數對話、思考、批判、團隊合作與行動實踐等教學活動，將課程重心轉至學生學習身上，學生學到的多比教師教的廣更加重要。本研究將透過混合翻轉教學與問題導向學習兩種之創新教學方式，透過擷取兩種教學方式之優勢精進教學方法，並以完整的時事案例說明與問題導入，再藉由線上課程論述實務案例，讓學生於課前主動的探索建構自己的知識與技能，另在教師面授課程時，能有更多的時間聆聽更多學生的聲音。本研究以創新教學方法的滿意度為自變項，將與學生學習成效為依變項之間具有正向影響，且與學習動機呈正相關，另外也將驗證學習動機成為中介變項之假設。透過創新教學方法滿意度應用在「現代生活經濟學」通識課程之場域中，我們回收126位學生問卷調查，並得到其研究結果發現：一、學習動機在創新教學方法的滿意度與學習成效之間具有中介效果，即創新教學方法滿意度對學習成效無顯著影響，必須透過學習動機的完全中介效果，才能顯著影響學生的學習成效。二、創新教學方法的滿意度與學習成效之間無顯著正向影響，是否代表學生對於通識課程，在其認知中為非專業課程有過於被動學習之情況，是值得深入討論的課題。

關鍵字

翻轉教室 ； 翻轉學習 ； 問題導向學習 ； 學習動機 ； 學習成效

並列摘要

Because of the development of Constructionist Learning Theory, cause that active learning becomes the top priority way of teaching in university. Base on lots of research, active learning has higher efficiency than the traditional way of teaching. As you can see that teacher is not the only one who is teaching in the classroom, instead of that more and more teaching activity happens in the classroom, like discussing, thinking and teamwork, etc. The focus of the course is about student's learning, it's more important that students can absorb more in the class, not the teacher teach more. This study is about combining Flipped classrooms and Problem-based learning together and taking advantage of both ways of teaching, with the complete case study and problem-oriented presenting in the online course. Allow the student to self-learning before the class, when in the class, the student and teacher can focus more on discussing the problem and solving it at the same time. In this study, satisfaction with innovative teaching methods as an independent variable will have a positive effect on students' learning effectiveness as a dependent variable, and will be positively correlated with learning motivation, and will also test the hypothesis that learning motivation is a mediating variable. The results of the survey, which were obtained from 126 students through the application of innovative teaching methods in the general education course of ＂Modern Economics of Living,＂ indicated that: (1) Learning motivation has a mediating effect between satisfaction with innovative teaching methods and learning outcomes, meaning that innovative teaching methods have no significant effect on learning outcomes and must be fully mediated by learning motivation in order to significantly affect student learning outcomes. (2) Whether the absence of a significant positive effect between satisfaction with innovative teaching methods and learning effectiveness means that students think of general education courses as non-professional courses, so they learn passively during the courses, is an issue worthy of in-depth discussion.

並列關鍵字

Flipped classroom ； Flipping learning ； Problem-based learning ； Learning Motivation ； Learning Performance

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