翻轉教室應用在數學系的微積分課程之研究

Flipped Classroom Use in a Calculus Course

10.6278/tjme.201804_5(1).003

張子貴(Tzu-Kuei Chang)

行動研究 ； 微積分教學 ； 數學系 ； 翻轉教室 ； action research ； calculus teaching ； department of mathematics ； flipped classroom

臺灣數學教育期刊

5卷1期（2018 / 04 / 01）

35 - 64

繁體中文

本研究的主要目的乃探討如何將翻轉教室的教學模式應用在應用數學系的微積分課程，並探討翻轉教室的教學模式對學生學習微積分有哪些具體的效益。本研究採用行動研究的方式，在應用數學系的微積分課程中進行一學年的教學行動。用來蒐集研究資料的研究工具包括：學習歷程檔案、學習回饋單、省思札記、訪談紀錄、測驗分數等。研究結果發現：一、本研究所發展的教學策略能發揮翻轉教室的教學模式中自主學習、合作學習、師生互動之核心價值。二、將翻轉教室的教學模式應用在應用數學系的微積分課程，能克服學生個別差異懸殊、課後自行解題困難、缺乏師生互動等困境，能改善學生的微積分學習成效，包括：改善學習態度、增進對教材的理解、提升解題能力與自信心、測驗分數顯著優於接受傳統教學的學生。

This study explored how the flipped classroom model could be applied to a calculus course in a department of applied mathematics and what effects it could have on students' calculus learning. It was an action research study of teaching calculus in this department of applied mathematics, and lasted for one academic year. The data resources included learning journals, learning feedback sheets, reflection journals, interview records, and test scores. The findings were as follows: 1) The strategies developed in this research promoted the following core values of the flipped classroom model: self-regulated learning, cooperative learning, and teacher-student interactions. 2) The application of the flipped classroom model in the calculus course helped to overcome students' individual differences, their difficulties solving problem individually after class, and the lack of teacher-student interactions. It also boosted students' learning outcomes: Students exhibited improved learning attitudes, improved understanding of teaching materials, enhanced problem-solving abilities, and higher confidence. In addition, students in the flipped classroom scored significantly higher than those in the traditional classroom.

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