郝永崴Hao, Yong-Wei江佳宣Chiang, Chia-Hsuan2019-08-282022-09-012019-08-282018http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0505002208%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89564中文摘要 近年來翻轉教學雖被廣泛推廣，但對第一次嘗試的資深教師來說，仍然是全新的挑戰。本研究旨在探討數學科翻轉教學的實施歷程，翻轉教學對學生數學學習成就、學習態度及學習感受的影響，以及家長對翻轉教學的感受，同時也探究實施翻轉教學的困境與解決之道。本研究採個案研究法，研究對象為國中二年級43位學生，共進行三週的翻轉教學活動。教學設計為課前運用數位學習平台，讓學生觀看教學影片自學；課堂中進行合作學習，並以線上診斷性評量，了解學生之學習起點；測驗後立即澄清、修正學生錯誤觀念；然後教師協助學生投入學習更深奧的內容，最後再次以線上形成性評量，確認學生學習成效。資料蒐集方式包括課堂錄影、問卷調查、文件分析以及個別訪談，藉由學習成就、學習態度量表、學習感受問卷等量化資料，以及觀察記錄、教學日誌、學生訪談、學生及家長問卷等質性資料，以探索研究問題。研究結果呈現實施翻轉教學的歷程中，教師需活用數位學習平台，來協助翻轉教學活動，同時須適時引導學生轉換學習活動，因此也促進教師教學專業能力的提升；翻轉教學對學生的數學學習成就有顯著影響；對學生的數學學習態度未達顯著的影響，但有正向提升；學生對翻轉教學的感受良好，支持教師繼續實施翻轉教學；以及家長對翻轉教學大多持正面看法與支持態度；並對翻轉教學的困境提出解決之道。根據研究結果，作者提出建議，以供教師於執行翻轉教學時的參考。 關鍵字:翻轉教學、學習成就、學習態度、學習感受、數位學習、數位學習平台Abstract Although flipped teaching has been widely promoted in recent years. It is still a new challenge for junior teachers who have tried for their first time. The purpose of this study was to explore the implementation process of math flipped teaching, the impact of flipped teaching on the students' learning achievement, learning attitude and learning experience, as well as their parents' perspectives of the flipped teaching, and also to investigate the dilemma and solution of implementing flipped teaching. This study adopted the case-study method. The research participants were 43 8th-grade students in a private junior high school, and the time lasted for three weeks. The instructional design was in the form of the digital learning platform before class meetings in order to let the students watch the self-study films. The class discussions were carried out in class, and the researcher acted as the role of the guide, using the digital learning platform to implement the online diagnostic evaluations, to understand the students' original levels. After the test, the students' misconceptions were immediately clarified and corrected. The researcher helped the students learn more profound content. Finally, the online formative assessment was carried out again to confirm the students' learning results. The methods of data collection included classroom recordings, the surveys, document analysis and individual interviews. In addition to the quantitative data, such as data collected from learning achievement, the learning attitude scale, the affective questionnaire for learning, and other qualitative data, for example the observation recordings, teaching logs, student interviews, the questionnaires filled by the student and their parents, the research questions were all answered. In the process of implementing the flipped teaching, the teacher had to use several learning platforms to conduct flipped teaching activities, and at the same time, to guide the students to change learning activities in a timely manner, thus promoting the improvement of the teacher’s professional ability. There was a significant impact on the students' attitude towards math learning, and there was a positive impact on the students’ attitude toward flipped teaching, supporting the teacher to continue to implement flipped teaching. And the parents had positive attitudes toward flipped teaching. Based on the findings, the researcher made a few suggestions for others in implementing flipped teaching in their classrooms. Key words: flipped teaching, earning achievement, learning attitude, learning experience, e-learning, digital learning platform翻轉教學學習成就學習態度學習感受數位學習數位學習平台flipped teachinglearning achievementlearning attitudelearning experiencee-learningdigital learning platform