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A Study of Flipped Classroom Teaching on the Learning Performance of a Vocational Course in Technical Senior High School: Cognitive Style as a Moderator
Successful intelligence theory
Abstract The purpose of this study was to explore the research on the flipped classroom teaching on the learning performance of a vocational course in technical senior high school, and to establish a reference for the teaching practice. Relevant theoretical of flipped classroom teaching were integrated and analyzed. A quasi-experimental research methods was to conduct teaching experiments and to learn about students’ learning performance in cognitive, successful intelligence and learning attitudes, and to explore the possible moderator effect of cognitive style. This study was to take the teaching course of the "Mechanical Manufacturing" as the research category. 30 students each of the two classes of mechanical department were the subjects of the study, and 12 weeks of quasi-experimental research were respectively conduct. The Learning achievement test, successful intelligence scale, learning attitude scale, and cognitive style scale was instruments. The main finding of this study was as follows: First, flipped classroom teaching could effectively improve learning performance. Second, flipped classroom teaching was significantly better than the traditional teaching . Third, cognitive style did not have a moderator effect in flipping classroom teaching on learning performance.Flipping classroom teaching was to practice the development of the effectiveness of technical senior high school vocational course, to integrate the complex subject theory with practical operations, and to worth as a teaching innovation concept for promoting vocational course. Keywords: Flipped classroom, Successful intelligence theory, Learning attitude, Cognitive style
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