翻轉教學之探究－以實踐翻轉教室與學思達教學教師為例

Flipped instruction: The teaching practice for ＂flipped classroom＂ and flipped teaching of self-learning, thinking and expressing

白雲霞(Yun-Hsia Pai)

《國民教育學報》 11期 (2014/12) Pp. 1-48

摘要

在翻轉教室思潮的影響下，國內許多教師開始投入各項以學生為中心的翻轉教學熱潮中。而國內目前以結合科技與教學影片為主的翻轉教室教學模式與以強調引發學生思辨能力的思考教學模式如學思達等教學方式較為盛行。因此本研究為瞭解國內此兩種翻轉教學的實踐情形，對四位教師（二位實施翻轉教室，兩位進行學思達教學）進行晤談，以瞭解其翻轉教學實踐情形。結果顯示，在學生學習方面：接受翻轉教室／學思達教學的學生普遍喜好該方法，也展現較高的學習動機。在教學方面：首先，教師在教學改變實施前，應該先與班上同學溝通未來教學上可能會的改變與為什麼要改變教學的目的，以避免家長與學生的誤解；其次，教師應該事先準備教材、線上影片，計分鼓勵系統，學習評量方式、分組學習與小組討論模式等。同時，本研究同時發現四位進行教學改革的教師皆具有以下三種特質：願意改變教學的意願與教學熱誠，樂於接受新挑戰與新學習與持續貫徹教學改革的決心。

關鍵字

翻轉教室 ； 翻轉教學 ； 學思達

並列摘要

Many teachers in our country engaged in the educational reform of student-based learning under the influence of ＂flipped classroom＂. The flipped classroom and the flipped teaching method of self-learning, thinking and expressing are the famous flipped teaching methods in Taiwan. Therefore, this study aims to explore the process of teaching practice of these two methods. The interview method was conducted in this study. The participants included four teachers; two teachers were the flipped classroom practitioners and two for flipped teaching method of self-learning, thinking and expressing. The results showed that most students enjoyed in flipped learning process. Teachers needed to communicate with students why and how the teaching will change before the teaching methods were introduced in their classroom, in order to reduce misunderstandings from students and their parents. Furthermore, teachers needed to prepare the materials/online videos, the point systems, the types of learning evaluation and the forms of group leaning and group discussion in advance. It was also discovered that the four teachers showed 3 kinds of characteristics which were the aspirations to change teaching, the attempts to learn and to take challenges and the determination to carry through their teaching changes.

並列關鍵字

flipped classroom ； flipped teaching ； self-learning ； thinking and expressing