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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77676

    Title: 實施翻轉教室於大學課程之個案研究;A Case Study of Implementing Flipped Classroom in University Courses
    Authors: 謝綺莉;Tse, Yee-Lee
    Contributors: 資訊管理學系
    Keywords: 翻轉教室;課堂活動;課堂討論;組織行為;Flipped Classroom;Class Activities;Class Discussion;Organization Behavior
    Date: 2018-08-23
    Issue Date: 2018-08-31 14:52:24 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 在傳統教學中以老師為中心,由老師主導學習,學生則被動接受學習老師講授之內容,學生學習成效相對較為有限,也會降低其學習意願。因此越來越多學者提出以學習者為中心的教學方法,希望把學習的主導權交還給學生,翻轉教室 (Flipped Classroom)教學法是目前最受歡迎的一種以學習者為中心的教學方法。
    ;The traditional teaching method is teacher-centered instruction, students learning in a passive learning environment, their learning effectiveness is relatively limited, but also reduce their willingness to learn. Therefore, many scholars have proposed student-centered instruction, flipped classroom pedagogy is one of the most popular student-centered instruction.
    In this study, will applied flipped classroom pedagogy to the Organization Behavior course which is a required course for School of Management of a National Taiwan University, describe the experimental design and Implementation Process, to explore the difficulties and challenges of its implementation, as well as recommendations for the future implementation of flipped classroom pedagogy.
    The study found that, in the implementation of the flipped classroom, some difficulties encountered for students (1) did not have enough preview time. (2) lack of reading comprehension skills, when they preview they will misunderstand the textbook content. (3) influenced by past learning experiences, the student will afraid to express and put the question. For the foregoing problems, this study suggests that cut back the length of the video or segmented recording the video that students can preview at odd moments. We recommend that teachers can ask more leading questions to clarify the content of textbooks which is easy to be misunderstood. Bonus points and praise in the classroom can encourage students to express and put the question. The study by the student feedback was also found that two classroom activities Q & A and case presentation, discussions and reviews for students are most helpful, to clarify student questions but also can improve students′ classroom participation and promote the classroom atmosphere.
    Appears in Collections:[資訊管理研究所] 博碩士論文

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