本課程導入翻轉學習於大專通識舞蹈課程中，並以兩個班級學生為對象，進行教學實踐。學生需於課前自學基礎舞步，以騰出更多的課堂時間，參與分組合作學習、小組競賽及利用行動科技輔助同儕互評等活動。透過學生的回饋結果可知，線上教學影片提供個別化學習的契機，可協助不同程度的學生完成學習任務，並從中感受到教師備課的用心。其次，翻轉學習讓教師有更多的時間走入學生，協助解決練習時的困難，讓學生感受到教師的關懷，覺得自己的學習進度是被照顧到的。最後，教學評鑑結果、學習動機與對舞蹈的自信心，都有正面的呈現。期待透過這樣新的嘗試，能輔助學生思考，從豐富學生的課堂感受與學習內容開始，提升體育通識課程的價值與意義。

There were two classes of students participated in this college general education dancing course in which applied flipped classrooms teaching methods. Students needed to self-learn the necessary steps before the class meetings and thus there were more in-class time for collaborative learning, group competition and peer review with mobile technology. As far as the students’ feedback is concerned, the online tutorial videos allowed students to individualize their learning and hence allowed students with different levels to complete the assignments while having the feeling that the teacher put quite efforts into the course. Secondly, flipped classrooms allowed teachers to further interact with the students and to assist them when they are facing difficulties. Thus, the students had the feeling that their learning progress was being taken care of by their teachers. Overall, the outcome of assessments of teaching evaluation, learning motivation and the confidence toward dancing showed positive results. To sum up, we expect that this kind of innovative program can help students to think much more comprehensively, enrich students’ in-class experience as well as the course content, and further elevate the value and meaning of general physical education.