翻轉課堂E-C-E模式在學前本科專業“幼兒水墨畫”課程教學中的實踐研究

吳佳芬; 鍾啟暘

doi:10.6535/JSH.202111_9(1).0003

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人文学 > 人文学综合
社会科学 > 社会科学综合

DOI： 10.6535/JSH

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翻转课堂E-C-E模式在学前本科专业“幼儿水墨画”课程教学中的实践研究

Research of Flipped Classroom E-C-E Model in Teaching Early Childhood Education Majors ＂Kindergartener Ink Painting＂

吴佳芬(Jia-Fen Wu) ；锺启阳(Chi-Yang Chung)

科学与人文研究； 9 卷 1 期 (2021 / 11 / 25) ， P30 - 50

繁体中文 DOI： 10.6535/JSH.202111_9(1).0003

翻转课堂；学前教育专业本科；幼儿水墨画； E-C-E模式； Data mining ； bilingual education ； predictive model ； teacher training ； decision tree

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摘要 │ 参考文献 (5) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Flipped Classroom Approach aims to flip the traditional teaching mode ＂the teachers lecture, the students practice＂, allowing students to actively preview before class, teachers respond to questions and guide students' discussion via cooperative learning in class, and independently review the knowledge learned after class. Kindergarten Ink Painting＂ is a two-credit required course for undergraduates in the department of Early Childhood Education. The time of duration is 32 hours in 16 weeks a semester in total. However, the curriculum structure must be reformed due to 32 hours are insufficient for students to learn and practice the many ink painting skills. In this study, the three-stage E-C-E model, which was designed based on the Flipped Classroom Approach, was applied to the ＂Kindergartener Ink Painting＂ course of Early Childhood Education undergraduates. Chaoxing Super Star, the E -learning platform provided by the school, allows students to preview online before class and review after class (E -learning), the teacher demonstrates, responds to the difficult points of the course, and conducts the discussion on students' problems. The study participants were 36 undergraduates of Early Childhood Education; the research methods were literature analysis, self-regulated learning questionnaires and interviews. The pre-post test scores were calculated to compare the students' achievement after the experiment teaching. The 27%-73% principle was applied to divide the high and low groups by self-regulated scores. The final grades, final exam scores, and progress scores were collected and compared according to the groups by self-regulated learning scores to assess whether or not autonomous learning may affect the learning students' effectiveness. The results of bibliometric analysis show that flipped classroom approach is suitable for operability courses such as ＂Kindergarteners Ink Painting＂. The results of pre-test and post-test show that students with high self-regulated learning have better learning results at the end of the semester. The effect of preview is proved to be 15 minutes, and there is no significant effect on the time of review, ranging from 7-8 minutes to 1 hour. The Random Tree decision tree is used to obtain a good prediction model for learning performance. The most important factor is the pre-test, followed by whether you are interested in art, whether you have learned ink painting, self-regulation ability and gender. According to the decision tree, students with low pre-test scores can make great and rapid progress even if they have never learned ink painting, as long as they are interested and have moderate self-regulated ability. Most of the students' feedback in the interview mentioned that they are interested in the skills learned in the ink painting course; some of them are confident to draw a picture well, and they still want to learn by themselves after the course, showing self-confidence, self-discipline and interests. This non-cognitive ability has a certain influence on learning effectiveness. This research confirms that the Combined with online and offline learning, E-C-E model is suitable for Early Childhood education majors, supplements the shortcomings of the lack of course hours, and is worthy of promotion.

参考文献 ( 5 ) 〈TOP〉

吴佳芬(2018)。学前教育师范生幼儿水墨画创新课程行动研究, 《科学与人文研究》，6(1):33-45。
连结：
Tsai, H. L., & Wu, J. F. (2020). Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019. Science Editing, 7(2), 163-168.
连结：
李彤彤，庞丽，王志军(2018)。翻转课堂教学对学生学习效果的影响研究— 基於37个实验和准实验的元分析，《电化教学研究》，5，99-107。
王翠如、胡永斌(2018)。翻转课堂真的能提升学习成绩吗？———基於38项实验和准实验研究的元分析，《开放教育研究》，24(4)，72-80.
宁可为、顾小清、王炜(2018)。翻转课堂教学应用效果的元分析一一基於70篇采用随机实验或准实验的相关研究文献，《现代教育技术》, 28(3),39-45。

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