林聖欽Lin, Sheng-Chin劉臻Liu, Chen2019-08-292016-01-282019-08-292016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060223035L%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/94113臺灣自民國99年起，為因應世界教育發展潮流，積極啟動十二年國民基本教育（以下簡稱十二年國教）。為達成十二年國教的基本理念，以及改善目前高中地理科的教學情形，採用強調「以學生為中心」的翻轉教學法似乎是一個可行的辦法。 在國外關於翻轉教學法實施成效之研究，其結果大致都持正向的態度。但在國內方面，仍有許多學者、教師以及學生家長對翻轉教學的成效持懷疑的態度。多數的質疑多圍繞在若課堂時間的主導者由學生取代老師，學生的學習成效真的會比傳統講述法來的好嗎？又或是翻轉教學只是一個噱頭，熱潮過了就無法延續，而且只能成就學習力較強的高成就學生，中、後段的學生是否又將會成為新教學方法下的犧牲品？因此本研究的研究目的如下：（一）應用翻轉教學模式，設計臺灣高中地理科以學生為中心的課程。（二）設計臺灣高中地理科非選擇題測驗，測驗學生高層次認知能力。（三）檢視翻轉教學的實施，能否增進臺灣高中生地理科高層次認知能力。（四）檢視翻轉教學的實施，對於各程度學生高層次認知能力發展的成效。 本研究採用準實驗設計（quais-experimental designs），安排實驗組實施翻轉教學，控制組則實施傳統講述法教學，實施為期五週的教學實驗。待教學實驗結束後，以下學期期末測驗以及本研究設計的高層次認知能力測驗作為後測分析的數據，經獨立樣本t檢定與卡方齊一性檢定得出下列結論：（一）實驗組學生在測驗中高層次認知能力的表現優於控制組，且經統計檢定後兩組間差異達到顯著水準，證明翻轉教學的實施有助於學生發展高層次認知能力。（二）翻轉教學在提升高層次認知能力方面，低分組學生的進步幅度較高分組學生顯著。（三）本研究的翻轉教學課程對於學生更進一步精熟高層次認知能力，還有精進的空間。Since 2010, Taiwan government has implemented “Twelve-Years Public Education Program.” In this thesis, I suggest that “Flipped Learning Teaching Method”, which is best known as “Student-centered,” can be a proper way to improve Geography teaching quality in high schools and to achieve the goal of this new educational policy. While past research of “Flipped Learning” in Western countries has been affirmative on its effects to help students build high-order thinking skills, many scholars, teachers and parents in Taiwan still have doubt about it for various reasons: Is student-centered teaching method really better than traditional didactic teaching method? Is this new method a cure for some teaching problems or is it only a fancy fashion? Does this method fit all students or does it only help students with higher academic performance but sacrifice others? In order to response to these questions, the goals of this thesis are as following: (1) Designing Geographic courses for Taiwanese high schools students under the principle of Flipped Learning. (2) Composing suitable non-multiple-choice Geographic questions to measure students’ high-order thinking skills. (3) Examining whether Flipped Learning can enhance students’ high-order thinking skills. (4) Examining the effects of Flipped Learning on students with different academic achievements. This research adopts quais-experimental designs, which arranges one experimental group as recipient of Flipped Learning and one control group using traditional didactic teaching method, for five weeks. I collected the scores of final exam and the high-order thinking skills essay questions test (designed for this research) for both groups as data. Through Independent-Sample T Test and Chi-square test of homogeneity, I conclude that: (1) The performance of the two tests for experimental group is significantly better than the control group. This means that Flipped Learning Teaching Method can positively improve the high-order thinking skills for students. (2) Compared to students with higher academic achievement, those with lower academic achievement experienced better improvement, especially on their high-order thinking skills. (3) In this research, if the course designed for Flipped Learning Teaching Method purpose can be slightly improved, it could work better to mature students’ high-order thinking skills.地理教育翻轉教學高層次認知能力非選擇題測驗Geography educationFlipped Learninghigher-order thinking skillsnon-multiple-choice questions test