使用立即反饋平台輔助自主學習之行動研究- 以六年級自然科學課程為例

本研究目的在探討實行翻轉教育，參考BTS、學思達二種教學法，在實驗組規劃融入「ZUVIO」、「KAHOOT」以及「PaGamO」三種「IRS」的混合式教學法，確認每一位學生已經做到108課綱當中重視的「A自主行動」自我學習階段之後，對學生學習成就及學習態度之影響，探討學生對於自然科學課程學習態度、學習經驗與學習成就的相關性之行動研究。研究對象為新竹縣某國小六年級的學生，一共87位，同一組學生經歷了對照組與實驗組兩個階段，並且分別做了第一學期的前測和第二學期的後測。對照組（第一階段的學生）和實驗組（第二階段為同一組學生）之間的區別在於有無融入三種「IRS」系統，進行時間各別為十週。對照組做隨機分組。實驗組參考學習成就以及學生學習態度，重新做差異化分組，每組至少有一人為學習成績高成就者而且學習態度積極者。以問卷量化方式探討教學者教學策略對於學習者，學習效能呈現的訊息。本研究的主要發現如下：一、接受三種「IRS」之實驗組學生，整體而言在自然學習成績提升3.6%的幅度。並且學生成績標準差縮短至22.7% 二、實驗組的學習態度和動機都有顯著提升，特別是，進步的幅度男生大於女生。並且在探究式學習方面，實驗組的創新樣式多於對照組的數量。三、在問卷調查方面，學生認同使用「ZUVIO」可以確實做到課前預習。「KAHOOT」快問快答確實可以有效的引起學習動機。認同「PaGamO」遊戲式教育平台是有趣的自主複習輔助平台。透過問卷分析結果顯示97%學生喜歡自然教師的教學策略，在學習成效、學習態度及學習滿意度、課程參與度，都具有正向肯定。

關鍵字

108課綱； IRS立即反饋；自主學習

並列摘要

The purpose of the thesis is to do action research on the flipped teaching, using methods of BTS and Sharestart, with and without integrating the three "IRS" hybrid teaching tools of "ZUVIO", "KAHOOT" and "PaGamO". Students’ learning achievements and learning attitudes are evaluated after confirming that each student has achieved the self-learning stage of "A autonomous action", which is emphasized in the 108 Curriculum Guidelines. It is an action research that explores the correlation of students' learning attitudes, learning experiences and learning achievements in natural science courses. The students for this action research are 87 sixth graders students of a primary school in Hsinchu County. The same group of students went through two stages of observation and research which are the pre-test in the first semester and post-test in the second semester. Each stage lasts 10 weeks. The difference between the control group, the students in the first stage, and the experimental group, the same group of students in the second stage, is whether they are integrated into the three "IRS" systems. The control group was randomly divided. The experimental group was divided according to learning achievements and students' learning attitudes. At least an person with high academic achievement and positive learning attitude is assigned to each group. Learners' attitudes and learning effects were studied qualitatively. With the additional aid of a questionnaire to quantify the information presented by the teacher’s teaching strategy to the learner and learning effectiveness, the main findings of this study are as follows: 1. Comparing to the control group, students in the experimental group making the use of three types of "IRS" overall improve the score of learning natural science by 3.6%, and have a smaller standard deviation with nearly 22.7% improvement. 2. In the experimental group, the number of students with positive attitude has increased significantly. In particular, the progress of boys is significantly greater than that of girls. In terms of the inquiry learning, there are more innovative styles in the experimental group than those in the control group. 3. In terms of questionnaire surveys, students agree that the use of "ZUVIO" can make sure th preview the lesson before the class. "KAHOOT" quick questions and quick answers can indeed effectively motivate learning. The "PaGamO" game-like education platform is an interesting self-review auxiliary platform. The results of the questionnaire analysis show that 97% of students like the teaching strategies of the natural science teacher. The effectiveness, learning attitude, satisfaction, and participation in the curriculum are all positively affirmed.