Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98693
Title: 翻轉課堂教學對技術型高中專業科目學習成效之研究:以認知風格為調節變項
A Study of Flipped Classroom Teaching on the Learning Performance of a Vocational Course in Technical Senior High School: Cognitive Style as a Moderator
Authors: 李懿芳
Lee, Yi-Fang
曾明山
Tseng, Ming-Shan
Keywords: 翻轉課堂
成功智能理論
學習態度
認知風格
Flipped classroom
Successful intelligence theory
Learning attitude
Cognitive style
Issue Date: 2018
Abstract: 摘 要 本研究旨在探討翻轉課堂教學對技術型高中專業科目學習成效之研究,以建立技術型高中專業科目教學實踐的參考。本研究彙整與分析翻轉課堂在教學上的相關理論,繼之以準實驗研究法進行教學實驗,以瞭解學生在此教學下,認知、成功智能及學習態度等學習成效的表現,並進一步探究認知風格可能產生的調節效果。 本研究以技術型高中「機械製造」科目的教學課程為研究範疇,以機械科兩班學生各30名為研究對象,分別實施12週之翻轉課堂教學及傳統教學的準實驗研究法的教學實驗。本研究採用學習成就測驗、成功智能量表、學習態度量表及認知風格量表為測驗工具,藉以比較翻轉課堂教學與傳統教學,學生在學習成效差異。本研究在實驗研究中主要發現:一、翻轉課堂教學能有效提升學生學習成效。二、翻轉課堂教學對學生專業科目學習成效顯著優於傳統教學。三、認知風格在翻轉課堂對學習成效的影響上未具有調節效果。學生在翻轉課堂教學中之學習歷程,實踐技術型高中專業課程有效性教學發展,將複雜的學科理論與實務操作融合,值得做為推廣技術型高中專業課程的教學創新概念。 關鍵詞:翻轉課堂、成功智能理論、學習態度、認知風格
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
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0899700061%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98693
Other Identifiers: G0899700061
Appears in Collections:學位論文

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