翻轉教室曾幾何時變得如此夯呢？當翻轉教室遇到偏鄉教育時，會迸出什麼火花呢?為獲取較高的偏鄉教育品質與較好的學習成效，許多教育關懷者竭盡心力創新教學內容與教學策略與改善教與學的環境，另一方面，他們思考「讓學生更有意義與有效地進行學習，並獲得完整的學習經驗」之教與學的本質。因此，本文探討臺灣目前對於翻轉教室的理念與特性以及偏鄉教育的現況與困境，進而討論翻轉教室教學方法新思維融入偏鄉教育之挑戰，包括缺乏妥適的數位科技與相關師資、額外的教學準備之負擔、不易落實教學短片或教材之預習、教學短片和教學主題及教師風格契合度不高、教師對於翻轉教學理解不佳、翻轉偏鄉永續經營之疑慮以及過度依賴螢幕等。最後本文提供一些偏鄉教育執行翻轉教室概念之相關建議。

Since flipped classrooms have become increasingly popular in the educational context, an important question to ask is: What would occur if the concept of flipped classrooms were applied to rural schools? In order to enhance the quality and effectiveness of education in rural schools, educators have endeavored to improve the learning environment with innovative lesson content and teaching strategies. In addition, they have been committed to reassessing what is intrinsic to teaching and learning in order to enable meaningful, effective and comprehensive education for students. This study explores the concept and characteristics of flipped classrooms to determine whether this method can enhance the quality and effectiveness of education in rural schools in Taiwan. It also investigates the relevant challenges for rural schooling, such as the lack of digital learning resources and teachers, and the extra teaching load experienced by teachers. In terms of the pre-learning teaching video, this paper notes the problems encountered with completing the video and the relevance of its content. Topics dealing with the misunderstanding of the concept of flipped classrooms, whether flipped classrooms are sustainable in rural schools and the problem of an overreliance on computers are investigated herein. Finally, some implications for rural schooling are discussed.