強化自主學習的翻轉教室對大專舞蹈課學習成效、任務負荷與學習參與之影響

How autonomous leaning in flipped classroom effects learning performance, task load and learning engagement in college dance courses

10.6580/JTSP.201911_14(2).01

夏綠荷(Lu-Ho Hsia)；林彥男(Yen-Nan Lin)

翻轉教室 ； 舞蹈教育 ； 教學／學習策略 ； 學習參與 ； flipped classroom ； dance education ； teaching/learning strategies ； learning engagement

臺灣運動教育學報

14卷2期（2019 / 11 / 01）

1 - 15

繁體中文

目的：導入強化學生自主學習的翻轉教室策略，應用於大專舞蹈課程，以提升學習者的學習成效。方法：選取3個班級為對象，分派為強化自主學習翻轉組47人、一般翻轉組41人與傳統教學組35人，進行5週的教學實驗介入。結果：強化學生自主學習的翻轉教室，能顯著提升舞蹈技能學習成就與學習參與；其次，在學生任務負荷中的心智需求、生理需求、時間需求、努力程度與挫折程度皆顯著較高。結論：本研究所提之策略，對提升學生的舞蹈技能與學習參與極具潛力。但未來相關課程在應用此模式時，需提供學習者更多的協助，以有效管理學生面對的挫折。

Objective: By applying flipped classroom strategy which enhances students' autonomous learning efficiency in college dance courses, their learning performances can be improved. Methods: Three classes were assigned for autonomous learning flipped classroom, regular flipped classroom, and traditional teaching. The participant numbers were 47, 41, and 35 respectively, in a teaching experiment for 5 weeks. Results: Students' autonomous learning in flipped classroom improved dancing skill learning achievements and learning engagement significantly; moreover, students' mental needs, physiological needs, required time, extent of efforts, and levels of frustration were also increased. Conclusion: The strategy we present in the article has great potential for improving students' dancing skill and learning performance. However, when applying this module in the coming classes, it is essential to provide students more assistance to manage the frustration they face.

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