課前與課中翻轉教室對自律學習之影響─以國中七年級數學為例

The Effect of Flipped Classrooms on Self-regulated Learning Pre-class and In-class into Junior High School First Grade Mathematics Course

單淮康(Huai-Kang Shan)

指導教授 ： 林秋斌

國立清華大學/竹師教育學院/人力資源與數位學習科技研究所/碩士(2019年)

摘要

本研究主要探討在課前與課中運用翻轉教室對於國中七年級學生在自律學習數學過程與學習成效之影響。
本研究主要採取準實驗研究法，以新竹市某國中七年級三個班級學生作為研究對象，並以其中兩個班級作為實驗班，課前組（N=20）於家中進行課前影片預習；課中組（N=23）則是於課堂上課前進行課前影片預習，而控制組班級（N=22）則是以傳統教學法進行教學。
本教學實驗進行七週，以七年級上學期數學第三單元「一元一次方程式」作為研究主題，於教學實驗開始前對於實驗組與控制組進行前測後，兩個實驗組皆使用Edpuzzle學習平台分別於家中及課堂中進行課前預習。在實驗結束後，以「後測試題」、「自律學習量表」、「科技學習態度量表」與「數學學習態度量表」進行評量兩班級之間的差異；另外也針對實驗班的數學教師與學生進行訪談，以了解其對於翻轉教室的教學想法與感受。
根據統計結果、平台觀察以及教師與學生訪談之研究結果，整理成以下6項結論：

一、在翻轉教室中，課前組與課中組在後測成績上無顯著差別，且實驗兩組與控制組於後測成績上亦無顯著差別。
二、課中組學生在安排學習上與課前組有顯著差異。
三、運用學習平台與科技媒介能有效幫助學生在翻轉教室中學習。
四、課中組在學習數學的態度與課前組有顯著上差異。
五、課中組的學生完預習影片比例高於課前組的學生。
六、課前組的學生在翻轉教室中多次重複觀看影片。

最後，本研究根據研究結果同時向未來研究以及實務面提出了建議與改善之處。

關鍵字

課前 ； 翻轉教室 ； 自律學習 ； 科技輔助學習 ； Edpuzzle

並列摘要

The purpose of the study is to assess seventh graders on learning process and effect by using the method of Flipped Classroom Pre-class and In-class.

The research adopts Quasi-experiment and there are three classes of students, studying in junior high school in Hsinchu, involved, but only two of them are chosen and divided into two groups as Pre-class & In-class. Group Pre-class (N=20) is assigned to watch online lectures as preview the lessons at home, while Group In-class (N=23) is engaged in the online course in the classroom. Also, the control group (N=22) maintains traditional learning environment.

An seven-week experiment content is focused on a math unit, One-dimensional Equation. Before the experiment starts, the both test groups and control group are required to take a pretest. Then, Group Pre-class and Group In-class are assigned to watch online course from Edpuzzle. By the end of the experiment, they are assessed by self-regulated scale, attitude of technical learning scale, and attitude of learning math scale to see the differences.
Furthermore, the students and math teachers who are engaged in the experiment will be interviewed in order to comprehend their learning and thoughts.

Conclusions are provided as follows:

1.There is no significant differences on the effects of flipped classroom between Group Pre-class and Group In-class.
2.With using filpped classroom in class, there is significant differences on the effects of self-regulated learning.
3.There is significant assistance for students to learning in filpped classroom with e-learning platform and technology media.
4.There is significant differences on improving learning attitude for math in class.
5.There is a higher proportion of students in Group In-class finish their preview in class.
6.The students in Group Pre-class preview at home repeat the films watching than students in Group In-class.

並列關鍵字

Pre-class ； Flipped Classroom ； Self-regulated learning ； Technology enhanced learning ； Edpuzzle

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