運用翻轉教室學習策略改善防災教育反思及滿意度研究

Using Flipped Classroom Strategy to Improve the Reflection and Satisfaction : A Case Study of Disaster-prevention Education

廖家賢(Liao-Jia Sian)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2015年)

https://doi.org/10.6827/NFU.2015.00125

摘要

本研究主要在探討翻轉教室學習策略對國小高年級學生防災教育反思中，防災素養學習成效與反思層次之影響。本研究採用準實驗研究法，以雲林縣某國小六年級學生為研究對象，分為實驗組23人與對照組22人共45人，進行三個單元的實驗教學。
實驗組以翻轉教室學習策略進行防災教育，對照組則採用傳統團班教學。在教學實驗裡，不同的教學方法為自變項，探討翻轉教室學習策略與傳統教學對學生防災素養學習成效及反思層次的影響。
實驗教學前，實驗組和控制組學生進行防災素養學習成就前測與反思層次前測，並於實驗教學結束後進行防災素養學習成就後測與反思層次後測成績來比較實驗組與控制組在學習前後的差異，而實驗組學生再施以翻轉教室學習策略意見調查。就兩組進行描述性統計、相依樣本t 檢定、獨立樣本t 檢定與單因子共變數分析。
本研究之結果如下：
1. 防災素養成效：實驗組學生在防災素養學習成效上與控制組學生有顯著差異。
2. 反思層次差異：實驗組學生在反思層次延宕學習成效上與控制組學生有顯著差異。
3. 在學習意見調查表上，實驗組學生的回答都傾向正面，多數都認為翻轉教學策略對於「學習態度」、「學習互動」與「學習成果」是有所幫助。
4. 學習意見調查表半結構性訪談分析方面，發現學生對於「課前自學」部分最感興趣、「可以使用電腦學習」有21人(佔91.3%)，可見學生對於翻轉教學利用電腦的教學接受度很高。「可依照自己的程度、時間來學習」有22人(佔95.7%)，「常找不到時間可以用電腦」有19人(佔82.6%)；另外大量使用3c產品產生的近視問題是另一個值得探討的問題。最後「希望哪些科目也可以利用翻轉教學策略來學習」結果分析，顯示實驗組學生對於翻轉教學策略融入其他科目的期望是正向與贊同的，可供日後其他研究者與教學者做為課程融入參考。
根據上述研究結果，教師以翻轉教學策略提升防災教育反思是可行的，並提出教學及未來研究上進一步的建議，供日後相關人士作為教學參考。

關鍵字

翻轉教室 ； 反思層次 ； 學習滿意度

並列摘要

The study aimed to discuss the influence of flipped classroom instructional strategy to the disaster prevention quality outcome and reflection level in giving 6th grade elementary students the disaster prevention education. The study adopted quasi experiment design method and included the 6th grade students in an elementary school in Yunlin County as subjects, which divided into experimental group and control group with 22 and 23 subjects respectively, and performed 3 units of experiment instruction.
The experimental group was giving the disaster prevention education by flipped classroom strategy, while the control group adopted the traditional class instruction. Different methods used in experiment instruction were independent variables and intended to discuss the influence of disaster prevention learning outcomes and the reflection levels of students in flipped classroom instructional strategy and traditional instruction.
Before practicing the experiment instruction, the study performed the pre-test of disaster prevention and reflection level on experimental group and control group and gave the same post-test after the instruction to compare the difference before and after taking the courses in both groups. The study conducted the descriptive statistics, paired-sample t test, independent-sample t test and one way ANCOVA to groups.
The results are showed as follows:
1. Disaster prevention quality outcome: The experimental group and control group had a significant difference in disaster prevention quality outcome.
2. Reflection level: The experimental group and control group had a significant difference in reflection level which postponed the learning outcome.
3. In terms of the questionnaire survey of learning opinion, the answer of students in experimental group was tended to be positive. Most of them believed the flipped classroom strategy supports the “learning attitude”, “learning interaction” and “learning outcome”.
4.In terms of the semi-structured interview survey of learning opinion, the analysis revealed the students were interested in “self-preparation” and 21 of them (91.3%) checked “Enable to learn by computers”, indicated the high acceptance of students to flipped classroom instruction using computers to instruct the courses. 22 subjects (95.7%) checked “Enable to learn according to the level and time that suit to me”, while 19 of them (82.6%) checked “There is little time for me to use the computer”. In addition, the problem of nearsightedness derived from using electronic devices frequently is also a matter worth further consideration. Finally, the result analysis of “What other subjects do you want to learn in the mode of flipped classroom” indicated the positive and approved expectation of students in experimental group to the flipped classroom instruction integrated with other subjects. The result may be a future reference of program integration for other researchers and educators.
Based on the results, it is feasible for teachers to perform the flipped classroom instructional strategy to improve the disaster prevention education reflection. The further recommendation of instruction and future research are purposed for others to refer to.

並列關鍵字

flipped classroom ； reflection level ； learning satisfaction

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