運用翻轉教室於國小數學學習成效之研究 -以三年級學生為例

Using Flipped Classroom to Evaluate the Learning Effectiveness of Mathematics in Elementary School：A Case Study of Third Graders

鐘長振(Chang-Chen Chung)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理系碩士在職專班/碩士(2016年)

摘要

本研究主要在探討運用翻轉教室教學，對於國小三年級學生在數學科的學習成效，並調查分析學習者利用均一教育平台學習數學之使用意願及對「翻轉教室」教學模式的態度，以供國小教師未來實施翻轉教室教學或研究之參考。
本研究採準實驗研究法，研究對象為兩班國小三年級學生，一班為實驗組共20位學生，採用翻轉教室做為教學模式；另一班為控制組，共22位學生，採用傳統講述教學模式。
教學實驗前，兩組學生皆實施學習成就前測測驗，測驗後，實驗組學生於上課前，採觀看均一教育平台教學影片及做習題測驗進行預習；控制組學生則在家利用課本預習。兩組皆完成預習後，實驗組學生在課堂上進行翻轉教室教學；控制組學生在課堂上則依傳統講述教學模式上課。總共進行五節課的數學科教學實驗後，再進行學習成就後測測驗，以比較兩組學生的數學學習成效，最後讓實驗組學生再另外填寫一份學習態度問卷。收集資料後進行統計分析，得到以下結論:
1.運用翻轉教室教學模式和傳統講述教學模式，對於學生在數學學習成效皆有幫助，但運用翻轉教室教學模式之學習成效顯著優於傳統講述教學模式。
2.不同能力水準的學生，經過兩種教學方式之後，在數學成就測驗後測成績皆有顯著的差異；相同能力水準的學生，在接受不同的教學方式之後，其數學學習後測成績僅中能力水準學生有顯著的差異
3.學生對於使用均一教育平台進行翻轉教室教學及「翻轉教室」教學模式大多抱持正面肯定的看法和態度，具有高度的使用意願及接受度。

關鍵字

翻轉教室 ； 傳統講述教學 ； 均一教育平台 ； 學習成效

並列摘要

The purpose of the study was mainly to explore the effectiveness of learning math among the third graders in elementary school by the instructions of flipped-classroom, along with surveys and analyses on the willingness to use the online learning website, junyiacademy educational platform, and the attitude toward the flipped-classroom instruction, to offer some references to the elementary school teachers with researches and instructions of flipped-classroom in the future.
This study carry out with quasi-experiment research design. The subjects of this study were two classes of third graders. One of the classes, twenty students, was the experimental group, taught by flipped-classroom instructions and the other, twenty-two students, was the control group, taught by traditional lectures.
Both groups took the pre-test of learning achievement before the experiments. After the test, all the students in experimental group prepared the lesson by watching videos on junyiacademy educational platform and doing some exercises; on the other hand, students in control group studied in advance at home with textbooks. Thus, both groups finished preparing their lessons. Later, students in experimental group took the flipped-classroom instruction in class; students in control group took the traditional lecture in class. Totally, each group took five periods of experimental math instructions, and at the end, they took the post-test of learning achievement. Then,the researcher compare the learning effectiveness with each other’s, and ask the students in experimental group to fill out a questionnaire of attitude towards math learning. The data was collected for statistical analysis, and the results were showed as follows:
1.Teaching by flipped-classroom instruction or by traditional lecture were both helpful to the effectiveness of learning math to the students, but the effectiveness of learning by flipped-classroom instruction was significantly superior over that by traditional lecture.
2. All the students of different capabilities had significant differences in the post-test of math achievement after they took these two instructions; only the middle-level students of the same capabilities had significant differences in the post-test of math achievement after they took these two instructions.
3. Most students hold positive views and attitudes towards using the online website, junyiacademy educational platform, to go through the flipping instruction in flipped-classroom. They also had highly willingness and acceptance for the flipped-classroom instruction.

並列關鍵字

flipped classroom ； traditional lectures ； junyiacademy educational platform ； effectiveness of learning

參考文獻

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