課前與課中翻轉教室對自律學習之影響：以國中七年級數學為例

Effect of Flipped Classrooms on Self-Regulated Learning Preclass and In-Class in a Junior High School First Grade Mathematics Course

10.6137/RECT.202004_(122).0004

單淮康(Shan, Huai-Kang)；楊肅健(Yang, Su-Jian)；林秋斌(Lin, Chiu-Pin)

自律學習 ； 科技輔助學習 ； 課前 ； 翻轉教室 ； Self-regulated learning ； Technology enhanced learning ； Preclass ； Flipped classroom

教育傳播與科技研究

122期（2020 / 04 / 30）

39 - 55

繁體中文

本研究探討於「課前」或「課中」實施翻轉教室對自律學習數學的過程與成效的差異，以新竹市某國中七年級三個班級為對象，編輯均一平臺「一元一次方程式」為七週主要教材，以Edpuzzle平臺進行教學。兩班實驗組分為課前（家中）、課堂中進行課前預習與練習，另一班為控制組維持傳統教學。實驗後以前後測成就測驗及問卷探討不同組間的差異，同時對實驗班的數學教師與學生進行訪談。結果發現三組在學習成效上無顯著差別，只有先前數學能力可顯著影響學習效果，但實驗組學生皆認為翻轉教學與平臺可以幫助學習，並肯定影片插入問題、提供回饋（進度與作答情形）的功能。課中組在自我學習安排、完成影片及學習態度上優於課前組；課前組在觀看影片次數上多於課中組。

This study assessed the learning process of seventh graders and the effects of using flipped classrooms preclass and in-class as a quasiexperiment. The study involved three classes of junior high school students in Hsinchu. Two classes were chosen and divided into two groups: preclass (watching online lectures from home) and in-class (engaging in the online course from the classroom). The other class maintained a traditional learning environment as the control group. After the 7-week experiment in which students and teachers were interviewed, no significant differences on the effects of flipped classrooms appeared between the preclass and in-class groups. However, significant differences appeared between the preclass and in-class groups on improved learning attitude, a higher proportion of completion, and the effects of self-regulated learning.

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