翻轉教室結合自我調整學習策略之教學研究—以桃園市某國中為例

Teaching research on flipping classroom combined with self-regulated learning strategies

蔡炳輝(Ping-Hui Tsai)

指導教授 ： 簡志峰

中原大學/人文與教育學院/教育研究所/碩士(2019年)

https://doi.org/10.6840/cycu201900496

摘要

本研究旨在探討自我調整學習策略導入國中理化科翻轉教室教學模式後對學生學習成效產生的影響，並且依據研究結果對未來之教學者或研究者提出具體建議。本研究採用準實驗研究法，並以前後測實驗設計。實驗對象為桃園市某國中八年級學生，共有兩班實驗組、兩班對照組，兩次的實驗介入。第一次為106學年度（預試實驗），第二次為107學年度（正式實驗），每次實驗介入均收集一班實驗組與一班對照組之實驗數據。其中，實驗組使用翻轉教室結合自我調整學習策略的教學模式，對照組單純僅進行翻轉教室教學模式。實驗活動完成後，除了讓所有學生進行學習後成效測驗（後測）之外，實驗組學生另須填寫「國中學生理化科自我調整學習策略問卷」。最後將前後測成績及問卷數據分別進行單因子共變量共變數分析（ANCOVA）及敘述統計分析。本研究之結果歸納如下：
一、在課程內容屬性為「記憶背誦型」的單元上，實驗組學生的後測成績相較於對照組學生無顯著差異。
二、在課程內容屬性為「了解與應用型」的單元上，實驗組學生的後測成績相較於對照組學生有顯著差異。
三、在問卷數據分析中，實驗組學生在「國中學生理化科自我調整學習策略」的整體(僅包含目標設定策略、環境選擇策略、時間管理策略等三個方面)使用表現上都顯示出積極正向的態度。

關鍵字

翻轉教室 ； 自我調整學習 ； 國中理化科

並列摘要

The purpose of this study is to explore the impact of flipping classroom integrated with self-regulated learning strategies on the learning outcomes, and to suggestions for future faculty or researchers based on the research results. This study applied a quasi-experimental research design as well as a pilot study. The experimental subjects were a class of the eighth-grade students in one of the Taoyuan City’s schools. Including the subjects in the pilot study, there were two experimental groups and two control groups, and two experimental interventions. The experimental group applied the flipping education combined with self-regulated learning strategy, and the control group simply only conducted flipped education. After the interventions, the experimental group must complete the " Self- Regulated Learning Strategy Questionnaire". Finally, the pre-test scores and post-test scores were analyzed by single factor covariate covariate analysis (ANCOVA), and questionnaire data were analyzed by narrative statistical analysis. The results of this study are summarized as follows:
1. The experimental result shows that in the lesson of "memory reciting" type, the post-test scores of the experimental group students were not significantly different from those of the control group.
2. The experimental result shows that in the lesson of "understanding and application" type, the post-test scores of the experimental group students were significantly different from those of the control group.
3. In the analysis of the questionnaire data, the experimental group students showed positive attitudes in the performance of the "self- regulated learning strategy" (including the target setting strategy, environmental selection strategy, time management strategy, etc.).

並列關鍵字

Flipped classroom ； Self-regulated learning ； High-school science education

參考文獻

壹、中文部分

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