翻轉教學對高中生日文學習成效之研究

本研究旨在探討翻轉教學對高中生日文學習動機及學習成就之影響。本研究採取不等組準實驗前後測設計，以某公立高中92位學生為研究對象，實驗組學生49人(文組生35人，理組生14人)以翻轉教學法進行日文授課，控制組學生 43人(皆為文組生)以傳統教學法進行日文授課。實驗教學前兩組學生均接受日文複習成就測驗及日文學習動機量表作為前測，而後進行為期11週的實驗教學，第一階段實驗教學為5週，第二階段實驗教學為6週，每一階段實驗教學後進行日文學習成就測驗作為後測，共計2次，並於第二次日文學習成就測驗後，進行日文學習動機量表後測。依據資料分析之結果，本研究結論如下: 一、翻轉教學與傳統教學對高中生日文學習動機的效果並未出現統計上的差異。二、翻轉教學和傳統教學對高中生日文學習成就的效果並未出現統計上的差異。三、接受翻轉教學的文組學生在日文學習成就的表現優於理組學生。

關鍵字

翻轉教學；學習動機；學習成就；日文

並列摘要

This study aims to explore the impact of flipped teaching on high school students’ in learning motivation and learning achievement. This study adopted a nonequivalent – group pretest – posttest of quasi–experimental design. Ninety tow students from a public high school participated in the study. Forty nine students (science major: 35 students,liberal art major : 14 students) were assigned to the experimental group that were taught Japnese by flipped teaching method ,and the other 43 students (all liberal art major) were assigned to the controll group that were taught Japnese by traditonal teaching method. Before the experimental teaching, both groups of students accepted the Japanese review achievement test and the Japanese learning motivation scale as pretests, and then conducting an 11-week experimental teaching, the first phase of experimental teaching is 5 weeks, and the second phase of experimental teaching is 6 weeks. At the end of each phase,the Japanese learning achievement test was conducted as a post-test. And after the the second Japanese learning achievement test, the Japanese learning motivation scale is measured as a post-test. Based on the results of the data analysis, the conclusions of this study are as follows: 1. Flipped teaching and traditional teaching have the same effect on high school in learning motivation. 2. Flipped teaching and traditional teaching have the same effect on high school in learning achievements. 3. For those receiving flipped teaching, liberal art major students performed better than science major students.