改良式翻轉教室教學策略實行於國文科八年級之行動研究

An Action Research on Improved Flipped Classroom Teaching Strategy for Junior High School Chinese Course: A Case Study of Eighth Graders

陳乃誠(Nai-Cheng Chen)

指導教授 ： 王子華

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2018年)

摘要

摘要
本研究在探討運用翻轉教室的教學策略並融入資訊，實行在國中八年級國文科教學之行動研究。研究對象為研究者所任教的實驗學校八年級三個班級，共81位學生。研究期間從107年2月至107年3月，每一個班共4週20節課。研究歷程運用課室觀察、學生作品、學生訪談、教學省思等質性資料，輔以教學前的前測、教學後的後測和段考的數據進行綜合分析，探究研究者如何運用翻轉教室結合資訊融入國文科教學歷程和教學設計模組，同時了解學生學習成效並進行省思。
本行動研究結果如下：
壹、 改良式翻轉教室教學策略實行於國中國文科之教學活動設計。
一、 整理出國中國文科教學模式運用於改良式翻轉教室教學策略的結果。
二、 從課前、課中和課後不斷修正並建立國中國文科的教學模組。

貳、 改良式翻轉教室教學策略融入國中國文科後，學生的學習表現。
一、 利用學習平臺達到重複學習的效果，並可以幫助教師了解學生的學習迷思。
二、 運用行動載具達到無所不在的學習，學習歷程和回饋能立刻紀錄。
三、 運用此教學模式在學習成效和興趣提升上都有顯著效果。

參、 改良式翻轉教室教學策略融入國中國文科後，教師成長和省思。
一、 透過平臺可以了解教師在課程設計上還有哪些地方可以調整。
二、 透過行動研究可以了解資訊工具只是輔具，仍應回歸國文教學的本質。

最後，研究者期望從行動研究中所得到的結論和建議，可以提供未來研究者或國文教學者作為參考。

關鍵字：翻轉教室、資訊融入、Flipped classroom、國文教學、行動學習

關鍵字

翻轉教室 ； 資訊融入 ； 國文教學 ； 行動學習

並列摘要

Abstract
This action research investigated the application of the flipped classroom teaching strategy integrated with the eighth-grade curriculum in a junior high school. The research subjects consisted of 81 eighth grade students in three classes in the experimental school where the researcher served as a teacher. The research period was from February to March 2018. Each class received 20 lessons for a total of four weeks. During the research process, this study used qualitative data such as classroom observations, the students’ works, interviews with students, and teaching reflections, as well as data from the pretest performed before teaching, the post-test performed after teaching, and sectional examinations, to perform comprehensive analyses. This study also investigated how the researcher applied the Chinese teaching model to the flipped classroom design to understand students’ learning effectiveness and engage in reflection.
The action research results were as follows:
1. The application of the modified flipped classroom strategy to junior high school Chinese teaching activity design.
(1) This study summarized the results of the application of the modified flipped classroom to the Chinse teaching model in a junior high school.
(2) This study constantly modified and developed the junior high school Chinese teaching model before, during, and after classes.

2. The investigation on students’ learning performance after integration of the modified flipped classroom with junior high school Chinese teaching.
(1) This study used a learning platform to achieve the effect of repeated learning and helped teachers understand students’ learning challenges.
(2) This study used mobile devices to achieve ubiquitous learning and allow immediate recording of the learning process and feedback.
(3) The application of this teaching model had a significant effect on improving learning effectiveness and interest.

3. After the modified flipped classroom strategy was integrated with junior high school Chinese teaching, this study investigated the teachers’ growth and reflection.
(1) The learning platform helped understand the adjustments to be made by teachers in terms of course design.
(2) This action research helped understand that information tools are merely an auxiliary tool, and that the focus should be returned to the nature of Chinese teaching.

Lastly, the researcher hoped that the conclusions and suggestions in this action research may serve as reference for future researchers and Chinese teachers.

Keywords: Flipped classroom; Information integration; Chinese teaching; Action learning

並列關鍵字

Flipped classroom ； Information integration ； Chinese teaching ； Action learning

參考文獻

參考文獻

中文部分

王介德(2017)。 翻轉教室在台灣的實施現況研究(未出版之碩士論文), 國立清華大學, 新竹市。

王素月(2016)。 翻轉教室結合合作學習模式於國小六年級數學科學習成效之研究(未出版之碩士論文), 南華大學, 嘉義縣。

江孟軒(2017)。 翻轉教室運用於初級華語課堂之行動研究(未出版之碩士論文), 國立高雄師範大學, 高雄市。