系統識別號 | U0002-3101201514585100 |
---|---|
DOI | 10.6846/TKU.2015.01121 |
論文名稱(中文) | 翻轉教室教學模式導入國小資訊課程對批判性思考能力之影響 |
論文名稱(英文) | The Influences of flipped-classroom teaching model for Critical Thinking Abilities to the Students in IT course of Elementary School |
第三語言論文名稱 | |
校院名稱 | 淡江大學 |
系所名稱(中文) | 教育科技學系數位學習碩士在職專班 |
系所名稱(英文) | E-Learning Executive Master's Program in Educational Technology |
外國學位學校名稱 | |
外國學位學院名稱 | |
外國學位研究所名稱 | |
學年度 | 103 |
學期 | 1 |
出版年 | 104 |
研究生(中文) | 項志偉 |
研究生(英文) | Chih-Wei Hsiang |
學號 | 701740044 |
學位類別 | 碩士 |
語言別 | 繁體中文 |
第二語言別 | |
口試日期 | 2014-01-10 |
論文頁數 | 90頁 |
口試委員 |
指導教授
-
徐新逸
委員 - 邱瓊慧(cchui@ntnu.edu.tw) 委員 - 顧大維(dtk@mail.tku.edu.tw) |
關鍵字(中) |
翻轉教室教學模式 國小資訊課程 |
關鍵字(英) |
flipped classroom teaching model IT courses in elementary school |
第三語言關鍵字 | |
學科別分類 | |
中文摘要 |
全世界的教育都在改革,儘管方法多元,從政策、制度、教學、教師到環境都不同,但全世界的教育目標都是一致的:培養能自我學習、具備思考能力的公民。最近,強調學生為中心的翻轉教室教學模式,在教育領域及熱門出版書中被大量的提及。 本研究目的在於探討翻轉教室教學模式在國小資訊課程教學對學習者批判思考能力的影響,使用準實驗研究設計,研究對象為澎湖縣某國小共67人,其中34人為實驗組,33人為控制組,兩組課程內容均以Scratch 程式設計為課程主題。實驗組學習者應用翻轉教室教學模式,於課前在youtube上觀看教學影片進行學習;控制組學習者則由授課老師以口頭、螢幕示範方式進行教學。本教學實驗為期8週,於教學前後測驗學習者批判思考的能力,再以單因子共變異分析(One-way ANCOVA)探討批判思考能力的差異。 研究結果顯示實驗組學習者在批判思考技巧(p<.05)及批判思考意向(p<.05)上的表現皆優於控制組學習者,顯示翻轉教室教模式有助於學生批判思考能力之養成。總結實驗所得到的結果,翻轉教室教學模式有其實踐價值,其所釋出的課堂時間使學習者得以學習者為中心的方式深度探索內容,營造了適合建構知識的學習環境,讓學習者得以自主掌握學習,增進學習效能、批判思考、綜合表達的能力。 |
英文摘要 |
Education reform have taken different forms through policies, systems, instructions, teachers and environment all around the world. While education reform had many similar goals for citizens who was acquired abilities of self-learning and critical thinking. Recently, the flipped classroom has been a hot issue among education fields and many books have been published to promote it as an innovative method to facilitate learning in communication with teachers and other learners. It promises in preparingstudents to be active participants in their own learning. The purposes of this study were to examine the influences of flipped-classroom teaching model on critical thinking abilities.A quasi-experiment study was used and four sixth graders’ classes in Penghu County were selected and random assigned into two classes to be experimental group with 34 students and the other to be control group with 33 students. The experimental group used a flipped classroom model as teaching model, and control group used a traditional teaching model, to learn "Scratch". The experimental group students watched lecture videos on youtube before classes as the control group students were lectured with oral presentation or screen demonstration. The treatment for the experiment lasted for 8 weeks and both groups took a pretest and a posttest. The findings of the study were list as follows: (1)There was significant difference between two groups on critical thinking skills(p<.05); (2) There was significant difference between two groups on critical thinking dipositions(p<.05); According to the results obtained from experiment, the flipped classroom teaching model had its practical value. Compared with the traditional teaching model, the flipped classroom teaching model shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth. Also, it created flexible spaces which learners choose when and where they learn. These advantages engaged students as active participants in their own learning, enhanced their abilities of learning, promote their critical thinking and oral presentation. |
第三語言摘要 | |
論文目次 |
目次 目次 iv 表次 vii 圖次 viii 第一章 研究動機 1 第一節、研究背景與動機 1 第二節、研究目的 2 第三節、研究範圍與限制 3 壹、研究範圍 3 貳、研究限制 3 第四節、預期成效 4 第五節、名詞解釋 4 壹、Scratch程式語言 4 貳、翻轉教室 4 參、判性思考的能力 5 肆、批判性思考技能 5 伍、批判性思考意向 6 第二章 文獻探討 7 第一節、翻轉教室的理論基礎 7 壹、翻轉教室與傳統教室的差異 7 貳、翻轉教室應用的策略 11 參、翻轉教室的理論 13 肆、小結 17 第二節、批判思考的定義、評量與相關研究 18 壹、批判思考的技能 18 貳、批判思考的意向 20 參、批判思考評量工具 23 肆、批判思考能力相關研究 26 第三節、SCRATCH程式寫作之介紹與應用 36 壹、SCRATCH程式介紹 36 貳、SCRATCH程式應用 36 第三章 研究方法 38 第一節 研究架構 38 第二節 研究設計 39 壹、自變項 39 貳、依變項 39 參、共變項 40 肆、控制變項 40 第三節 實驗處理 40 壹、翻轉教室教學設計 40 貳、翻轉教室教學策略 43 參、教學活動內容 45 第四節 研究對象 47 第五節 研究工具 47 壹、中小學批判思考技巧測驗 47 貳、批判思考傾向量表 48 第六節 研究流程 48 第七節 資料處理與分析 49 第四章 研究結果 50 第一節 翻轉教室對學習者批判思考技能之影響 50 壹、學習者批判思考技能組內迴歸係數同質性檢定 50 貳、學習者批判思考技能變異數同質性檢定 51 參、學習者批判思考技能共變數分析檢定 52 第二節 翻轉教室對學習者批判思考意向之影響 53 壹、學習者批判思考意向組內迴歸係數同質性檢定 53 貳、學習者批判思考意向變異數同質性檢定 54 參、學習者批判思考意向共變數分析檢定 55 第五章 結論與建議 57 第一節、研究結論 57 壹、翻轉教室教學模式對於批判思考能力的影響 57 貳、翻轉教室教學模式對於批判思考能力影響的因素 57 第二節、研究建議 61 壹、對有興趣實施翻轉教室教學模式的教師 61 貳、對未來研究者 62 參考文獻 64 表次 表 2-1-1 傳統教室與翻轉教室在教學時間線上的差異 9 表 2-1-2 傳統教室與翻轉教室在質性上的差異 10 表 2-1-3 翻轉教室與建構主義教學原則 14 表 2-2-1 批判思考能力量表比較 24 表 2-2-2 批判思考意向量表比較 25 表 2-2-3 教學方法與批判思考相關的研究題目 26 表 2-2-4 批判思考相關研究的研究依變項 28 表 2-2-5 批判思考相關研究的研究對象 29 表 2-2-6 批判思考相關研究的研究方法與工具 30 表 2-2-7 批判思考相關研究的研究結果 32 表 2-2-8 批判思考相關研究的研究結果簡表 34 表 3-3-1 翻轉教室教學模式的實驗處理 45 表 3-3-2 本研究教學單元學習目標 46 表 4-1-1 「中小學批判思考技巧測驗」迴歸斜率同質性檢定 50 表 4-1-2 「中小學批判思考技巧測驗」敘述統計及變異數同質性檢定 51 表 4-1-3 「中小學批判思考技巧測驗」共變數分析檢定摘要 52 表 4-2-1 「批判思考傾向量表」迴歸斜率同質性檢定 53 表 4-2-2 「批判思考傾向量表」敘述統計及變異數同質性檢定 54 表 4-2-3 「批判思考傾向量表」共變數分析檢定摘要 55 圖次 圖 2-1-1 翻轉教室提供學習環境 (轉譯自 Strayer, 2007) 13 圖 3-1-1 研究架構圖 38 圖 3-2-1 研究設計 39 圖 3-3-1 本研究實驗處理所採用翻轉教室教學流程與傳統教學流程比較 42 圖 3-3-2 翻轉教室教學模式與傳統教學模式教學方案設計差異 43 圖 3-6-1 研究流程圖 49 圖 5-1-1 翻轉教室教學模式營造利於學習者建構知識的環境 58 圖 5-1-2 翻轉教室教學模式的環境與批判思考能力關係 60 |
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