臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：翻轉教室模式在大學課程中的實踐與反思
書刊名：師資培育與教師專業發展期刊
作者：黃志雄 引用關係
作者(外文)：Huang, Chih-hshing
出版日期：2017
卷期：10:1
頁次：頁1-30
主題關鍵詞：大學教與學；早期療育；翻轉教室；Scholarship of teaching and learning；SoTL；Early intervention；Flipped classroom
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(11) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:278
  • 點閱點閱:16
本研究旨在探討以學生為主體之翻轉教室模式的實施歷程，以及翻轉教室模式對學生課程參與和學習結果的影響。研究以行動研究方式進行探究，並以研究者於2015年所開設之早期療育課程的60位修課學生為對象，蒐集學生學習省思、教室觀察和研究札記等質性資料，並採用恆常比較法進行質性資料的分析，同時，輔以研究者自編之學習回饋檢核表之量化資料。研究結果發現翻轉教室模式的實踐，包括課前預習、課中問題導向與 合作學習、課外小組專題探討、以及課後的學習省思等活動，能有效地因應研究者在教學現場中所發現之學生被動學習和參與意願不高的問題。同時，研究亦發現翻轉教室模式對學生學習的具體影響包括：（一）有助於學生的課程參與和學習；（二）有助於學生對早期療育課程目標的反思與學習；（三）有助於學生學習與人溝通和分享的非正式課程目標；以及（四）有助於學生的自我反思與自主學習能力的培養。本研究之歷程與結果，可提供大學教師在教學實務探究時之借鏡，研究過程中所運用之翻轉教室策略，亦可提供教師在因應學生課堂參與問題之參考。
The purpose of this study was to explore how the flipped-classroom model affects class participation and the learning outcomes of undergraduate students; an action research approach is employed. The participants were 60 students who had enrolled in an early intervention course offered by the author in 2015. The qualitative data collected included students’ reflections, records of classroom observation and the researcher’s reflective journal; the data were analyzed by means of the constant-comparison method. The findings on the qualitative data were supported by quantitative data collected from students’ feedback using checklists developed by the researcher. The results indicated that the flipped-classroom model allows students to engage in activities such as preparing the lessons in advance, using problem-based and cooperative learning strategies during the class, and being involved in extra-curricular group discussions and other learning activities after school. These activities seem to have effectively addressed the problems identified by the teacher (from the researcher’s experience in the classroom) such as students’ passive learning and non-participation. The results of this study show that the use of the flipped-classroom model affected the students’ learning in the following ways: (1) it enhanced class participation and increased the students’ motivation to study; (2) it facilitated students’ learning and encouraged reflection on the objectives of the course; (3) it helped students to communicate ideas and share with others; and (4) it developed students' self-reflection and autonomous learning skills. The process and results of this study can provide useful insights for university faculties and help them reassess their teaching practices. In addition, the flipped classroom strategy adopted in this study can also help university professors handle problems arising in regard to student participation in their classrooms.
期刊論文
1.徐綺穗(20120100)。大學教學的創新模式--「行動-反思」教學對大學生學習成就、批判思考意向及學業情緒影響之研究。課程與教學，15(1)，119-149。new window  延伸查詢new window
2.黃月美、歐用生(20130400)。美國大學教學改革的新典範--日本「單元教學研究」的應用。課程與教學，16(2)，57-88。new window  延伸查詢new window
3.Wiliam, D.(2011)。What is assessment for learning?。Studies in Educational Evaluation，37，3-14。  new window
4.簡秋蘭、張瀝分(20111000)。實務體驗教學法與簡報教學法影響學習成效之研究--以飲料課程為例。臺南應用科大學報，30，125-139。  延伸查詢new window
5.Cabral, A. P.、Huet, I.(2011)。Research in higher education: The role of teaching and student learning。Procedia-Social and Behavioral Sciences，29，91-97。  new window
6.Vardi, I.、Quin, R.(2011)。Promotion and the scholarship of teaching and learning。Higher Education Research & Development，30(1)，39-49。  new window
7.符碧真(20130200)。另類學術：教與學的學術。教育政策論壇，16(1)=45，71-102。new window  延伸查詢new window
8.薛梨真(20080100)。私立科技大學教師有效教學之行動研究。課程與教學，11(1)，265-286。new window  延伸查詢new window
9.徐靜嫻(20130600)。PBL融入師資培育教學實習課程之個案研究。教育科學研究期刊，58(2)，91-121。new window  延伸查詢new window
10.Bristol, T.(2014)。Flipping the classroom。Teaching and Learning in Nursing，9(1)，43-46。  new window
11.Critz, C. M.、Knight, D.(2013)。Using the flipped classroom in graduate nursing education。Nurse Educator，38(5)，210-213。  new window
12.Della Ratta, C. B.(2015)。Flipping the classroom with team-based learning in undergraduate nursing education。Nurse Educator，40(2)，71-74。  new window
13.Schwartz, Todd A.(2014)。Flipping the statistics classroom in nursing education。Journal of Nursing Education，53(4)，199-206。  new window
14.徐綺穗(20071000)。行動學習理論及其在大學教學的應用--建構「行動-反思」教學模式。課程與教學，10(4)，49-62。new window  延伸查詢new window
15.Goodwin, B.、Miller, K.(2013)。Research says/evidence on flipped classrooms is still coming in。Technology-Rich Learning，70(6)，78-80。  new window
16.Baepler, Paul、Walker, J. D.、Driessen, Michelle(2014)。It's not about seat time: Blending, flipping, and efficiency in active learning classrooms。Computers & Education，78，227-236。  new window
17.邱淑芬、蘇秀娟、劉桂芬、黃慧芬(20150600)。翻轉教室--資訊科技融入護理教育的新教學策略。護理雜誌，62(3)，5-10。new window  延伸查詢new window
18.施淑婷(20141200)。翻轉教學在通識人文課程的實務應用--以〈文學與人生〉課程為例。通識教育學報，2，177-197。new window  延伸查詢new window
19.徐新逸(20141100)。翻轉教室與磨課師對教育訓練之啟示。研習論壇，167，36-46。  延伸查詢new window
20.蔡瑞君(20140600)。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。new window  延伸查詢new window
21.劉怡甫(20130100)。翻轉課堂--落實學生為中心與提升就業力的教改良方。評鑑雙月刊，41，31-34。  延伸查詢new window
22.王文宜、闕月清(20101200)。聆聽學生的聲音：直接教學與問題導向學習教學策略之質性分析。體育學報，43(4)，93-108。new window  延伸查詢new window
23.黃志雄(20150900)。問題導向學習對大學生學習動機與成果影響之研究：以一所私立科大幼保系的課程為例。兒童照顧與教育，5，55-69。  延伸查詢new window
24.Shulman, Lee S.(2000)。From minsk to pinsk: Why a scholarship of teaching and learning?。The Journal of Scholarship of Teaching and Learning，1(1)，48-53。  new window
25.徐綺穗(20130700)。「行動-反思」教學及其在大學教育實習課程的應用。課程與教學，16(3)，219-253。new window  延伸查詢new window
26.郭靜姿、何榮桂(20140400)。翻轉吧教學！。臺灣教育，686，9-15。  延伸查詢new window
27.楊心怡、李啟嘉(20150300)。問題導向學習對法律系大學生問題解決能力及自我導向學習之研究。教育科學研究期刊，60(1)，131-155。new window  延伸查詢new window
28.蔡瑞君(2015)。翻轉教室之過去、現在與未來。教育脈動，1，21-33。  延伸查詢new window
29.曾釋嫻、蔡秉燁(20150100)。翻轉課堂教學與傳統教學對大學生學習策略之差異研究。雙溪教育論壇，3，1-19。new window  延伸查詢new window
30.曾淑惠(20150400)。翻轉教學的學習評量。臺灣教育評論月刊，4(4)，8-11。  延伸查詢new window
31.吳俊憲、吳錦惠(2015)。翻轉教室--啟動教室裡寧靜的革命。臺灣教育評論月刊，4(6)，174-178。  延伸查詢new window
32.郝永崴(2015)。翻轉教室：談學生的看法。教育脈動，1，34-52。  延伸查詢new window
33.Trigwell, K.、Shale, S.(2004)。Student learning and the scholarship of university teaching。Studies in Higher Education，29(4)，523-536。  new window
34.Smith, C. V.、Cardaciotto, L.(2011)。Is active learning like broccoli? Student percept ions of act ive learning in large lecture classes。Journal of the Scholarship of teaching and learning，11(1)，53-61。  new window
35.Rusche, S. N.、Jason, K.(2011)。"You have to Absorb Yourself in It": Using inquiry and ref lection to promote student learning and self-knowledge。Teaching Sociology，39(4)，338-353。  new window
36.Myers, T.、Monypenny, R.、Trevathan, J.(2012)。Overcoming the glassy-eyed nod: An application of process-oriented guided inqui r y learning techniques in information technology。Journal of Learning Design，5(1)，12-22。  new window
37.McDonald, K.、Smith, C. M.(2013)。The f lipped classroom for professional development: Par t I. Benefits and strategies。The Journal of Continuing Education in Nursing，44(10)，437-438。  new window
38.Iurea, C.、Neacsu, I.、Safta, C. G.、Suditu, M.(2011)。The study of relation between the teaching methods and the learning styles: The impact upon the students' academic conduct。Procedia-Social and Behavioral Sciences，11，256-260。  new window
39.Forsey, M.、Low, M.、Glance, D.(2013)。Flipping the sociology classroom: Towards a practice of online pedagogy。Journal of Sociology，49(4)，471-485。  new window
40.陳瑞玲、韓德彥(20150700)。沒有教師的一堂課--翻轉教室自主學習效益及其促成要件。遠東通識學報，9(2)=17，1-19。new window  延伸查詢new window
41.魏惠娟(20071000)。「方案規劃」的創意教學設計與實施之行動研究。課程與教學，10(4)，63-83。new window  延伸查詢new window
42.洪如薇(20150600)。由割捨到回歸--從教學策略的調整談大學國文教學理念及其實踐之可能。聯大學報，12(1)，57-91。  延伸查詢new window
43.黃志雄(20160900)。大學「教」與「學」的教學歷程與反思：以特殊幼兒教育課程為例。弘光學報，78，119-146。new window  延伸查詢new window
44.鄭芬蘭、陳鳳如、張景媛(20140300)。建構大學教師因應社會發展趨勢的有效能教學模式：探究教學歷程的雙中介效果。測驗學刊，61(1)，105-133。new window  延伸查詢new window
45.Love, Betty、Hodge, Angie、Grandgenett, Neal、Swift, Andrew W.(2014)。Student learning and perceptions in a flipped linear algebra course。International Journal of Mathematical Education in Science and Technology，45(3)，317-324。  new window
46.Sams, Aaron、Bergmann, Jonathan(2013)。Flip your students' learning。Educational Leadership，70(6)，16-20。  new window
47.徐綺穗(20090300)。學生反思內涵的分析及其對教學實習課程的啟示。教育研究與發展期刊，5(1)，35-58。new window  延伸查詢new window
48.胡嘉智(20130300)。發展教育教學配套設計，探索學生學習經驗：實踐「個案教學」於大學部課程之教育行動研究。商管科技季刊，14(1)，89-112+114-119。new window  延伸查詢new window
49.單文經(20131200)。為「學教翻轉、以學定教」的理念探源：杜威教材心理化主張的緣起與要義。教育研究月刊，236，115-130。new window  延伸查詢new window
50.鄭芬蘭、江淑卿、張景媛、陳鳳如(20090600)。探究大學教學優良教師的有效能教學活動。教育心理學報，40(4)，663-682。new window  延伸查詢new window
51.黃政傑(20141200)。翻轉教室的理念、問題與展望。臺灣教育評論月刊，3(12)，161-186。  延伸查詢new window
52.王秀槐(20151000)。大學教學的新趨勢：教學學術研究(SOTL)的應用。臺灣教育評論月刊，4(10)，8-10。  延伸查詢new window
會議論文
1.Bishop, J. L.、Verleger, M. A.(2013)。The flipped classroom: A survey of the research。The 120th American Society of Engineering Education Annual Conference & Exposition，(會議日期: 2013/06/23-06/26)。  new window
圖書
1.Mills, Geoffrey E.(2003)。Action Research: A Guide for the Teacher Researcher。Prentice-Hall。  new window
2.Torp, L.、Sage, S.(1998)。Problems as possibilities: Problem-based learning for K-12 education。Alexandria, VA：Association Supervision and Curriculum Development。  new window
3.Ramsden, P.(1992)。Learning to teach in higher education。Routledge。  new window
4.Becker, W. E.、Andrews, M. L.(2004)。The scholarship of teaching and learning in higher education: Contributions of research universities。Bloomington, IN：Indiana University Press。  new window
5.Boyer, E. L.(1990)。Scholarship reconsidered: Priorities of the professoriate。Princeton, NJ：Carnegie Foundation for the Advancement of Teaching。  new window
6.Bogdan, R. C.、Biklen, S. K.(1999)。Qualitative research for education: An introduction to theory and methods。Allyn and Bacon。  new window
7.蔡清田(20040000)。課程發展行動研究。臺北：五南。new window  延伸查詢new window
8.Lincoln, Y. S.、Guba, E. G.(1985)。Naturalistic inquiry。Sage。  new window
9.Bergmann, Jonathan、Sams, Aaron(2012)。Flip your classroom: Reach every student in every class every day。International Society for Technology in Education。  new window
10.Merriam, Sharan B.(1998)。Qualitative research and case study applications in education。Jossey-Bass。  new window
11.Yin, Robert K.(2003)。Case Study Research: Design and Methods。Sage Publications。  new window
12.Strauss, Anselm、Corbin, Juliet M.(1998)。Basics of qualitative research: grounded theory procedures theory procedures and techniques。Sage。  new window
單篇論文
1.Hamdan, N.，McKnight, P.，McKnight, K.，Arfstrom, K. M.(2013)。The flipped learning model: A white paper based on the literature review titled: A review of flipped learning，http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/41/WhitePaper_FlippedLearning.pdf， 。  new window
其他
1.Brame, C. J.(2013)。Flipping the Classroom，https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/。  new window
圖書論文
1.Shulman, L. S.(2004)。Visions of the possible: Models for campus support of the scholarship of teaching and learning。The scholarship of teaching and learning in higher education: Contributions of research universities。Bloomington：Indiana University Press。  new window
2.Duch, B. J.(2001)。Models for problem-based instruction in undergraduate course。The power of problem-based learning。Sterling, VA：Stylus Publishing。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：821（臺灣：810，外國：11） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67401320
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上