科技日新月異，對課程與教學產生影響。近年來，「翻轉教室」模式鼓勵學生課前觀看影片預習、課程中討論的作法，得到世界各地許多人的認可並投入其中。在多數相關研究均宣稱多數學生於此模式中獲益之際，卻忽略說明其課程實施過程中可能之困境或問題。本研究藉由一個位於都市中的平凡教室進行一學期的「翻轉教室」教學，透過班級教師與學生的觀點，了解在一個平凡不過的教室中實踐「翻轉教室」的實際情形。 研究結果發現，本次研究場域的情境脈絡導致「翻轉教室」模式的推行未獲得多數學生與家長的支持，教學影片無法成功地吸引學生持續投入學習，而學生亦不喜歡此上課模式。教師一開始雖有心投入融入科技之教學創新活動，但最後轉而對科技融入採取保留態度。本研究建議，「翻轉教室」模式之實施需重視學生所處之社會脈絡，且不可過度浪漫化學生皆能自主投入運用平臺自學的情形。進入數位時代後，科技應用固然為教師必備之能力，但「何時」以及「如何」運用科技於教學中，將更考驗教師的專業。

With advancement in technology, various forms of education methodologies emerge and make impact on curriculum and instruction. In recent years, the “Flipped Classroom” model, which encourages students to view short lecture videos before the class and participate in class discussions, has gained great popularity around the world. Although a number of studies claimed that most students benefit from the pedagogical model, they failed to explain the problems associated with the model or difficulties encountered in its implementation. In this context, the current study aims to understand the actual “Flipped Classroom” experiences in an ordinary primary school classroom from perspectives of teachers and students. Results revealed that the students and parents did not support the new pedagogical model due to the specific living context they were in. The lecture videos failed to attract the students in learning by themselves. The students disliked the pedagogical model. Although the teacher was passionate in the beginning on using new technology to improvise her teaching, later she turned to integrate technology use in education with reservation. Research suggested that implementation of “Flipped Classroom” model should take students’ living context into account. Besides, we should not overly expected that all students can be self-directed learners through the use of this model. In this digital age, although the ability of integrating technology in teaching has become a requirement for a teacher, ‘when’ and ‘how’ to use the technology appropriately have become major challenges to the teachers.