- 學位論文
問題本位學習融入翻轉教室對學習成效影響之研究：以桃園一所技術型高中為例
A Study on the Influence of Learning Effectiveness by Problem-Based Learning Integrated into Flipping Classroom: Take One Technical High School in Taoyuan City as an Example
摘要
本研究旨在探討問題本位學習融入翻轉教室對學習成效的影響，並根據研究結果提出具體建議，以供教育行政單位、實施問題本位學習融入翻轉教室之教師及未來研究者參考。本實驗採準實驗設計法，研究對象為桃園市某私立技術型高中三年級學生，研究者將所任教的兩班作隨機分配，A 班為控制組學生人數46人，接受傳統講述教學模式；B 班為實驗組學生人數45人，採用問題本位學習融入翻轉教室的教學實驗。本實驗為期三週，實驗教學前，以第一次段考的「電路實習」成績做為前測成績共變數進行實驗分析，兩組教學後施以「數位乙級學、術科單元成就測驗」，做為檢驗學習成效與滿意度問卷調查分析。本研究採相依樣本 t 檢定、獨立樣本 t 檢定作為事後資料分析研究依據，最後獲得結論如下。 一、接受問題本位學習融入翻轉教室實驗組學生在學習成效是優於前測成績。 二、接受問題本位學習融入翻轉教室實驗，實驗組的學習成效是優於控制組。 三、接受問題本位學習融入翻轉教室實驗組學生，都呈現中上水準的滿意度。 四、接受問題本位學習融入翻轉教室實驗組的學生，實驗組的滿意度明顯高於控制組的學生。
並列摘要
The study aims to explore the impact of problem-based learning and flipping classrooms on learning outcomes and to make specific recommendations based on the research results. The implementation of the problem-based learning is to integrate the flip classroom teachers and future researchers into the education administrative unit. This experiment adopts the experimental design methods. The subject matters are a group of third-grade students in a high school in Taoyuan City. The two taught classes are randomly distributed by the researcher. One class is for the control group of 46 students accepted the traditional teaching mode; the other class is the 45 students in the experimental group. Using the problem-based learning is to integrate the teaching experiment into flipping classrooms. This experiment lasts three weeks. Before the experiment is practiced, it takes the "circuit internship" scores of the first exam as the total number of pretest scores. After two groups accept the experiment, “Level B technician for digital electronics,” the scores of the test consider learning effectiveness and satisfaction assessment analysis for the experiment final results.This study adopts Sample t Test, Independent Sample t Test, as a basis for the post-data analysis. The following conclusions are finally obtained: (1) Students, who accept the problem-based learning integrating into the flipping classroom in the experimental group, have better scores in learning outcomes than those in pre-test scores. (2) Students, who accept the problem-based learning integrating into the flipping classroom in the experimental group, have better scores in learning outcomes than those in the control group. (3) . Students who accept the pbl integrating into the flipping classroom in the experimental group, reach the upper intermediate of satisfaction. (4) Students who accept the pbl, are highly satisfied with than those in the control group student.