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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。
    本研究把翻轉教室教學法的教學模式應用於某國立大學管理學院之必修課程組織行為課程中,描述實驗之設計與實施流程,並探討其實施過程之困難與挑戰,以及提出對於未來實施翻轉教室教學法的建議。
    本研究發現,在實施翻轉教室教時,學生端遭遇之困難:(1)沒有足夠的預習時間。(2)缺乏閱讀理解能力,故預習時誤解課本內容、以及(3)受到過去學習經驗的影響,課堂上不敢發言提問等問題。針對前述問題,本研究建議減少教學影片的長度或分段錄製以方便學生利用零碎時間預習提升學生預習的效率。老師可多提出引導性問題以釐清容易誤解的課本內容,多使用加分與課堂公開稱讚表揚的方式也可以鼓勵學生發言提問。本研究由學生回饋意見中亦發現問與答、個案報告、討論與評論等課堂活動對於學生幫助最大,除了釐清學生預習時的疑問,也可以提高學生的課堂參與度和帶動課堂氣氛。
    ;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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