一、中文部分
王司沁(2008)。認知風格對學習者於互動多媒體輔助統計學習之影響-以圖像型與文字型為例(未出版之碩士論文)。國立中央大學,桃園市。
王如哲(2010)。解析學生學習成效。評鑑雙月刊,27,62-64。
王思堯(2004)。學習教材與認知風格對於學習績效與教材評量的影響(未出版之碩士論文)。國立中央大學,桃園市。
王曉玟(2013)。用免費教育改變世界。天下雜誌,524。
田美雲(2013)。「翻轉教室」(Flipped Classroom)介紹。國立臺灣大學教學發展中心,電子報,71。取自 http://ctld.ntu.edu.tw/_epaper/news_detail.php?nid=452。
呂玉瑞(2014)。翻轉教室結合問題導向學習對新北市某國小六年級學童學習成效與學習動機之研究—以製作電子書課程為例(未出版之碩士論文)。私立銘傳大學,臺北市。
余民寧(2005)。試題、分數和測驗理論。IRT測驗與教學,2,5-25。
余民寧(2006)。學習成就測驗編製。教師天地,145,24-29。
李新民、陳密桃(2003)。成功智能的理論建構及其對教育實務的啟示。高雄師範大學學報,15,245-259。何依珊(2015)。國民小學翻轉課堂政策可行性之研究(未出版之碩士論文)。臺北市立大學,臺北市。
洪蘭(譯)(1999)。活用智慧(原作者:Sternberg, R. J.)。臺北市:遠流。(原著出版年:1998)
汪慧玲、沈佳生(2013)。合作學習教學策略對大專學生之學習成效與 學習態度之影響:以兒童發展評量與輔導課程某單元為例。臺中教育大學學報,27(1),57-76。汪曉東、張晨婧仔(2013)。「翻轉課堂」在大學教學中的應用研究-以教育技術學專業英語課程為例。現代教育技術,23(8),11-16。
邱貴發(1992)。電腦輔助教學成效探討。視聽教育,33(5),11-18。
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林清山(1992)。心理與教育統計學。臺北市:東華。
周亞寬(2016)。創意教學數位平台建構及其學習成效之研究(未出版之博士論文)。國立臺北科技大學,臺北市。吳武典(1990)。輔導原理。臺北市:心理出版社。
吳武典(1994)。資優教育的研究與課題。載於國立臺灣師範大學與中華民國特殊教育學會編印:開創資優教育的新世紀,1-19。
吳怡儒、蔡文榮、李林滄(2012)。彰化縣偏遠地區國中學生數學學習態度及其影響因素之研究。教育科學期刊,11(1),25-57。吳宥葶(2013)。結合開放式課程之翻轉課堂對於學習者之自我調節與學習成效影響(未出版之碩士論文)。國立交通大學,新竹市。
吳清山(2014)。翻轉課堂。教育研究月刊,238,135-136。
吳筱莉(2014)。翻轉教學對低成就學習者之英語自我導向學習與學習成效影響(未出版之碩士論文)。國立臺灣科技大學,臺北市。
吳國宏(譯)(2003)。教授成功智力---增進學生的學習和成就水平(原作者:Sternberg, R. J.)。臺北市:五南。(原著出版年:2000)
紀佩妘(2014)。翻轉教室教學法對國中八年級學生英語學習表現與學習態度之影響(未出版之碩士論文)。國立新竹教育大學,新竹市。
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秦麗花、許靜雯(2005)。從語文到生活技能的學障兒童轉銜課程發展:一個行動研究。台東大學教育學報,16,111-138。徐新逸、項志偉(2016)。翻轉教室融入國小六年級資訊課程對批判性思考能力之影響 。課程與教學季刊,19(4),23-60。教育部(2015a)。中華民國師資培育白皮書。取自http://ws.moe.edu.tw/001/Upload/3/RelFile/6315/6921/中華民國師資培育白皮書.pdf。
教育部(2015b)。「數位學習推動計畫」。取自http://depart.moe.edu.tw/ED2700/News_Content.aspx?n=727087A8A1328DEE&sms=49589CE1E2730CC8&s=170E4E91A8C5E5A2。
教育部(2016)。職業學校群科課程綱要暨設備基準-機械群。取自http://ws.moe.edu.tw/001/Upload/userfiles/ _1_機械群-職校課程綱要.pdf。
梁育維、陳芳慶(2015)。資訊融入教學對學習態度影響之後設分析。中等教育,66(2),100-125。莊玲瑜(2014)。結合磨課師的雲端學習-以小學三年級數學為例(未出版之碩士論文)。私立亞洲大學,臺中市。
陳元泰(2014)。結合翻轉學習與網路社群教學策略對中等學校生活科技課程學習成效影響之研究(未出版之博士論文)。國立彰化師範大學,彰化縣。陳育捷(2015)。翻轉教育對於國中生數學學習成效與態度影響之行動研究─以一元一次方程式為例(未出版之碩士論文)。私立淡江大學,新北市。
陳旻萃(譯)(1997)。成功的智商(原作者:Sternberg, R. J.)。臺北市:平安。(原著出版年:1996)
郭璟瑜、周惠文(2006)。影音數位教材對學習之影響。資訊科學應用期刊,2(1),71-86。張文哲譯(1974)。態度測量。測量與輔導,002(003),106-107。
張玉成(1998)。思考風格與教學效能。國民教育,38(3),36-41。
張其棟、楊晉民(2016)。翻轉學習在大學微積分課程之實現與初探。臺灣數學教育期刊,3(2),55-86。張芳全(2010)。多層次模型在學習成就之研究。臺北市:心理出版社。
張春興(2002)。教育心理學。臺北市:東華。
張春興(2004)。認知心理學。臺北市:東華。
張春興(2007)。教育心理學-三化取向的理論與實踐。臺北市:東華。
張春興、林清山(1994)。教育心理學。臺北市:東華。
張深淼(2014)。翻轉教室應用於高職基本電學對學生學習態度與學習成效之研究(未出版之碩士論文)。國立臺北科技大學,臺北市。
張婷婷(2017)。SPOC結合翻轉教室對大學生旅遊日語學習成效、學習態度和學習滿意度之探究(未出版之博士論文)。國立臺南大學,臺南市。曾明山、李懿芳(2017)。翻轉課堂對學習成效影響之後設分析。技術及職業教育學報,7(3),21-44。
曾郁庭(2017)。遊戲式學習對大學生資訊素養與倫理學習成效之研究(未出版之博士論文)。國立臺灣師範大學,臺北市。黃政傑(2014)。翻轉教室的理念、問題與展望。臺灣教育評論月刊,3(12),161-186。
黃意雯、邱子華(2012)。數位教材導覽模式與認知風格對學習成效之影響。理工研究國際期刊,2(3),45-53。
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劉光夏、周宛瑜(2016)。翻轉教學融入國小高年級自然與生活科技領域課程學習成效之探討。教育傳播與科技研究,113,39-62。劉伊霖(2012)。Flipped classroom徹底顛覆你的思維。數位學習品質服務中心。取自http://www.elq.org.tw/notes_detail.php?info3_id=55。
劉怡甫(2013)。翻轉課堂──落實學生為中心與提升就業力的教改良方案。評鑑雙月刊,41。
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潘玉龍(2017)。翻轉課堂融入體育教學對學習態度及學習成效之研究。臺灣教育評論月刊,6(10),103-109。
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鄭淑止(2015)。基於模糊理論探討翻轉教室進行校園古蹟學習之成效(未出版之碩士論文)。私立亞洲大學,臺中市。
鄭耀嬋、何華國(2004)。國小融合班學生學習態度及其相關因素之探討。國民教育研究學報,13,215-260。蔡文榮、蔡佩君(2012)。互動式電子白板在英語教學過程中對學習成效與學習態度之影響。教育科學期刊,11(2),69-91。蔡文豐、王玲玲(2012)。學習環境與學習態度相關之研究。建國科大社會人文期刊,31(2),53 -76。蔡欣晏(2014)。翻轉教室應用於高職會計學對學生學習態度與學習成效之研究(未出版之碩士論文)。國立臺北科技大學,臺北市。
蔡華華、張雅萍(2007)。學習動機對學習成效之影響-以領導行為為干擾變數。中華管理學報,8(4),1-18。蔡瑞君(2014)。數位時代「翻轉教室」的意義與批判性議題。教育研究與發展期刊,10(2),115–138。錢昭萍、梁麗珍(2017)。認知風格和多元智能對學習動機與學習成效之影響-以科技大學大一國文課數位化教學為例。人文社會學報,13(4),325-358。譚克平(2000)。以三元智力理論為導向的國中幾何課程發展。行政院國家科學委員會專題研究成果報告(編號:NSC89-2511-S-003-033),未出版。
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二、英文部分
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