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題名:技術型高中商管群專題製作課程應用翻轉學習教學模式之研究
作者:黃洲海
作者(外文):Huang,Chou-Hai
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2017
主題關鍵詞:翻轉學習自主學習能力問題解決能力學習態度學習成效專題製作Flipped LearningSelf-Directed LearningProblem Solving AbilityLearning AttitudeLearning PerformanceProject Study
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本論文旨在探討技術型高中商管群專題製作課程應用翻轉學習教學模式對學習者之自主學習能力、問題解決能力、學習態度以及學習成就測驗等學習成效表現之影響。採準實驗研究法,研究對象為中部一所商管群二年級學生,隨機抽取兩個班級接受為期12週共計24小時的專題製作課程。實驗組學生採用翻轉學習結合問題解決能力之教學策略,控制組學生採用傳統講述式教學法。透過教學實驗前後施測、半結構訪談及課後心得回饋調查之量化與質性資料蒐集與統計分析,據以探究翻轉學習教學策略在專題製作課程之學習成效。
本研究結果如下:一、翻轉學習教學模式有助於提升學生在專題製作課程之自主學習能力與學習態度(情意)。二、翻轉學習教學模式,對學生在專題製作課程之學習成就測驗成績提升有幫助(認知)。三、翻轉學習教學模式,有助於提升學生在專題製作課程之問題解決能力(技能)。因此,翻轉學習之教學模式作為商管群學生在專題製作課程實施之可行且具教學成效,能讓學習者在學習過程中獲致比傳統講述教學策略之學習成效更為顯著。
關鍵詞:翻轉學習、自主學習能力、問題解決能力、學習態度、學習成效、專題製作
This dissertation aims to investigate the application of flipped learning approach in the course of Project Study of the Commercial Groups in technical senior high schools, seeking to figure out the influence of flipped learning on students’ self-directed learning ability, problem solving ability, learning attitudes and achievements.
The research applies a quasi-experimental metholodogy. The subjects are two classes of 74 students, randomly selected from second graders of the Commercial Group in central Taiwan. They receive 12 weeks, 24 hours in total, of Project Study Courses. A combination of flipped learning and problem solving teaching strategy is adopted in the experimental group, while traditional didactic teaching is employed in the control group. The effectiveness of flipped learning strategy implemented in Project Study Courses is evaluated by way of analyzing the quantitative and qualitative data collected from the pretest, post-test, semi-structured interviews, and after class feedback survey.
The results are as follows:(1) A combination of flipped learning and problem solving teaching strategy promotes the participants’ abilities of self-directed learning and learning attitudes in the Project Study Course (affective domain). (2)A combination of flipped learning and problem solving teaching strategy improves the participants’ scores on achievement tests in the Project Study Course (cognitive domain). (3)A combination of flipped learning and problem solving teaching strategy develops the participants’ problem solving ability in the Project Study Course (psychomotor domain).
As a result, this dissertation suggests that the teaching strategy integrating problem solving into the flipped learning approach is a feasible and effective instructional model for students of Commercial Group in technical senior high school. The students are able to perform significantly better than those in the traditional didactic teaching classroom.
Keywords: Flipped Learning, Self-Directed Learning, Problem Solving Ability, Learning Attitude, Learning Performance, Project Study.
壹、中文部分
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