翻轉教室與問題導向學習融入全英語課程之行動研究

Action Research on the Integration of Flipped Classroom and Problem-based Learning into EMI Courses

戰寶華(Pao-Hwa Chan)

《教育實踐與研究》 35卷2期 (2022/12) Pp. 1-57

摘要

肇因於2030雙語政策與2024大專校院學生雙語化學習計畫，全英語課程在目標達成上，扮演不可或缺的角色，因而本研究藉由行動研究剖析翻轉教室與問題導向學習融入全英語課程之歷程及影響。本研究以行動研究探索A大學博士班學生，並藉由期初、期中、期末三大循環之螺旋循環探索模式分析行動影響，而每一大循環包含「規劃－實施－觀察－省思－調整」等五項步驟之小循環，環環相扣、相輔相成。本研究之貢獻在於發現可行的課程融入模式，且研究發現，透過期初預行階段、期中執行階段、期末評估階段之行動歷程可有效融合翻轉教室與問題導向學習於全英語課程，有益於學生之學習投入及成長，並能展現參與意願強化、專業能力增強與學習滿意提高之成果。最後，據以提出對開設、講授及修習全英語課程者之建議，以利為推展全英語課程提供實務上之啟發。

關鍵字

全英語課程 ； 行動研究 ； 問題導向學習 ； 翻轉教室

並列摘要

Owing to the "Bilingual 2030" policy and the plan of "Program on Bilingual Education for Students in College" by 2024, English as a Medium of Instruction (EMI) courses play an integral role in goal achievement. This is an action research study that analyzed the impact of the integration of flipped classroom and problem-based learning into EMI courses by examining doctoral students from a university in Taiwan. The spiral exploration mode of the three major cycles was the fundamental concept for analyzing the impact of actions. For each cycle, five steps were implemented: "planning-implement-observation-reflection-adjustment". The study discovered feasible integration models through the action procedure of the preparatory period, the implementation period, and the evaluation period, where flipped classroom and problem-based learning were effectively integrated into the courses. In addition, the integrated model was beneficial to students' learning growth, strengthening their willingness to participate, and enhancing their professional ability and learning satisfaction. Finally, suggestions were put forward for those who wish to set up, teach and take EMI courses to provide practical inspirations.

並列關鍵字

action research ； EMI ； flipping classroom ； problem-based learning

參考文獻

鍾智林、羅美蘭（2021）。英語授課一定會降低大學課程的教學評量嗎？一個縱貫性個案研究。教育研究與發展期刊，17（3），41-70。doi: 10.6925/SCJ.202109_17(3).0002 [Chung, C. -L., & Lo, M. -L, (2021). Do university EMI courses inevitably lead to worse teaching evaluations? A longitudinal case study. Journal of Educational Research and Development, 17(3), 41-70. doi: 10.6925/SCJ.202109_17(3).0002]

胡全威（2014）。全英語通識課程教學之困境與突破。全人教育集刊，1，137-156。doi: 10.6689/BHE.2014.1.1 [Hu, C. -W. (2014). General education courses in Taiwan taught in English: Challenges and opportunities. Bulletin of Holistic Education, 1, 137-156. doi: 10.6689/BHE.2014.1.1]

陳麗珠、程台生（2011）。大學分子生物學課程實施全英語教學的困境。嘉南學報（人文類），37，431-440。doi: 10.29539/CNABH.201112.0013 [Cheng, L. -J., & Cheng, T. -S. (2011). Difficulties to implement of teaching university molecular biology in English. Chia Nan Annual Bulletin: Humanity, 37, 431-440. doi: 10.29539/CNABH.201112.0013]

張德銳、林縵君（2016）。PBL 在教學實習上的應用成效與困境之研究。師資培育與教師專業發展期刊，9（2），1-26。doi: 10.3966/207136492016080902001 [Chang, D. -R., & Lin, M. -C. (2016). A study of effects and limitations of the application of problem-based learning on a student teaching curriculum. Journal of Teacher Education and Professional Development, 9(2), 1-26. doi: 10.3966/207136492016080902001]

陳麗芳、蘇秀妹、游淑儀（2011）。英聽課實施全英語教學之成效。長庚科技學刊，14，79-104。doi: 10.6192/CGUST.2011.6.14.8 [Chen, L. -F., Su, X. -M., & Yu, S. -Y. (2011). The effective of English-only instruction on English listening course. Chang Gung Journal of Science, 14, 79-104. doi: 10.6192/CGUST.2011.6.14.8]