本研究提出行動翻轉教學之反思策略，愈瞭解此模式對學生在籃球課程中的學習成效、問題解決與合作學習傾向的影響，此外，為了瞭解學生對此模式的學習感受，也進行了半結構式團體焦點訪談。並以東部某大學的籃球興趣選項學生為研究對象，分別為實驗組與控制組。實驗組在籃球比賽結束後，採用行動科技與GPAI反思評量表完成反思任務。控制組則是在籃球比賽後，依據行動科技與自行紀錄完成反思任務。其研究結果發現GPAI行動翻轉教學反思策略在解決問題傾向達顯著差異，但兩組之間在學習成效與合作學習傾向未有顯著影響，訪談部分經過分析後，兩組學生在促進反思行為、理解課前教材、提升學習表現及互動學習機會，有比較深刻的影響。針對學習成效與合作學習傾向與預期不同，本研究也建議未來在籃球課程進行反思策略時，可以採單一動作技能表現作為反思重點，以利實踐對問題的解決能力；在合作學習部分，從翻轉教學模式中導入各種不同合作學習的方法，探究更多有利於學生學習的方式。

Semi-structured group focus interviews were conducted to understand the students' learning experiences with this model. The experimental group and the control group were selected from the basketball interest group of a university in the east. The experimental group completed a reflection task after the basketball game using mobile technology and the GPAI reflection scale. The control group completed the reflection task after the basketball game using mobile technology and self-recording. The results of the study revealed that there was a significant difference in the problem-solving tendency of the GPAI mobile flipped teaching reflection strategy, but there was no significant effect on the learning effectiveness and cooperative learning tendency between the two groups. In view of the differences in learning outcomes and cooperative learning tendencies, this study also suggests that in the future, when reflecting on the basketball curriculum, the focus of reflection could be on single-movement skills performance to practice problem-solving skills; in the cooperative learning section, various cooperative learning approaches could be introduced from the flipped teaching model to explore more ways to facilitate student learning., Ilan, Taiwan.