影響臺中市國民小學教師採用翻轉教學意願之調查研究

The Research on Influencing Factors of Teachers’ Intention on Flipped Classroom Adoption–The case of Elementary Schools in Taichung City

鄭逸容(YI-JUNG CHENG)

指導教授 ： 徐茂練

朝陽科技大學/管理學院/企業管理系/碩士(2016年)

摘要

單向式、填鴨式的傳統教育方式已不符合時代需要，沿襲多年的被動式課堂學習方式需要被改變，因材施教，並培養學生的學習興趣才是當前所需。於是，“翻轉教學”的教學模式進入人們的視線。本研究依據相關文獻，以Rogers創新擴散理論為參考架構，來探討影響教師採用翻轉教學意願的因素。
本研究採用問卷調查法，研究對象為臺中市國民小學教師，採郵寄問卷形式，有效樣本為341份。本研究之主要研究結果如下：
一、臺中市國小教師對翻轉教學的實施意願普通。
二、多數教師認為自己具有採用翻轉教學的各項能力且願意為準備翻轉教學增加備課時間。
三、依據創新擴散理論來探討影響採用意願的四個因素部份，「創新本身屬性」、「環境與組織面」、「教師本身特質」、「教學面」等四個因素與翻轉教學的採用意願有正相關
四、持續採用意願部份，除了「環境與組織面」外，「創新本身屬性」、「教師本身特質」、「教學面」等三個因素與翻轉教學的持續採用意願有正相關
五、未採用翻轉教學者，採用階段包含初步認識階段即審慎評估階段，對創新擴散因素與採用意願有干擾效果；已採用翻轉教學者，剛開始採用階段對創新擴散因素與持續採用意願有干擾效果，已採用一段時間階段則無干擾效果。
本研究針對上述結論，深入討論翻轉教學的擴散過程，同時提供學校推動翻轉教學之建議。

關鍵字

採用意願 ； 創新擴散理論 ； 翻轉教學

並列摘要

The traditional single direction or spoon-feeding education doesn’t meet the needs of the era. The passive learning in the classroom, which has been used for many years, is needed to be changed. Individualized material teaching method to raise students' interest in learning is required. And then “the flip teaching” model is going into the sight of people. This research is based on Rogers’ Diffusion of Innovations Theory to understand the impact factors of the Taichung City Teachers' willingness to use Flipped classroom.
This research adopted questionnaire survey to elementary school teachers in Taichung City. 341 valid questionnaires were valid. The results showed that as below:
1.The teachers’ willingness to implement the flip education is ordinary in Taichung elementary school.
2.Most of teacher think they do have the ability to adopt flip classroom and they are also willing to increase preparation time for teaching flip education.
3.Based on innovation diffusion theory, the four factors that affect the willingness of adoption that included “innovation attributes”, "the environment and organizational factors”, “trait of the teachers”, “the conditions of teaching”. All of 4 factors showed positive correlation to the willingness to adopt flip teaching.
4. At the adapted stage, there are 3 factors included “innovation attributes”, “trait of the teachers”, “the conditions of teaching” that showed positive correlation to the willingness to continue adopting flip teaching.
5. For the teachers who have not adopted flipped classroom, both stages, namely learned the flip teaching initially and evaluated cautiously, have mediated effect on the relationship between innovation diffusion factors and the willingness of adoption. For the teachers who have adopted flipped classroom, the stage of initially adopted has mediated effect on t the relationship between innovation diffusion factors and the willingness of adoption, and after they are in the stage of adopting for a period of time, there is no mediating effect.
Based on the above-mentioned conclusions, we discussed the managerial implications for the diffusion process on the flip teaching, and some useful suggestions for elementary schools on adopting the flip teaching were also provided.

並列關鍵字

Willingness of adoption ； Diffusion of Innovations Theory ； Flipped classroom

參考文獻

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