博碩士論文 103423049 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:13 、訪客IP:54.82.10.219
姓名 謝綺莉(Yee-Lee Tse)  查詢紙本館藏   畢業系所 資訊管理學系
論文名稱 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)
相關論文
★ 技術商品銷售之技術人員關鍵職能探討★ 資訊委外之承包商能力、信任及溝通與委外成效關係之個案研究
★ 兵工技術軍官職能需求分析-以某軍事工廠為例★ 不同楷模學習模式對VB程式語言學習之影響
★ 影響採購「網路資料中心產品」因素之探討★ 資訊人員績效評估之研究—以陸軍某資訊單位為例
★ 高職資料處理科學生網路成癮相關因素及其影響之探討★ 資訊服務委外對資訊部門及人員之衝擊-某大型外商公司之個案研究
★ 二次導入ERP系統之研究-以某個案公司為例★ 資料倉儲於證券產業應用之個案研究
★ 影響消費者採用創新數位產品之因素---以整合式手機為例★ 企業合併下資訊系統整合過程之個案研究
★ 資料倉儲系統建置之個案研究★ 電子表單系統導入之探討 - 以 A 公司為例
★ 企業資訊安全機制導入與評估–以H公司為例★ 從人力網站探討國內資訊人力現況–以104銀行資料為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 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。
摘要(英) 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.
關鍵字(中) ★ 翻轉教室
★ 課堂活動
★ 課堂討論
★ 組織行為
關鍵字(英) ★ Flipped Classroom
★ Class Activities
★ Class Discussion
★ Organization Behavior
論文目次 目錄      
中文摘要 ………………………………………………………………… i
英文摘要 ………………………………………………………………… ii
誌謝 ………………………………………………………………………… iii
目錄 ………………………………………………………………………… iv
圖目錄 ………………………………………………………………… V
表目錄 ………………………………………………………………… vi
第一章、 緒論………………………………………………………… 1
1-1 研究背景…………………………………………………………… 1
1-2 研究動機與目的………………………………………………… 1
1-3 論文架構…………………………………………………………… 3
第二章、 文獻探討…………………………………………………… 4
2-1 翻轉教室…………………………………………………………… 4
2-2 課堂發問…………………………………………………………… 6
2-3 課堂討論…………………………………………………………… 7
第三章、 研究方法…………………………………………………… 9
3-1 課程內容-組織行為…………………………………………… 9
3-2 實驗設計與流程………………………………………………… 9
第四章、 資料分析與討論………………………………………… 25
4-1 1-Know筆記與教學影片學習時間 ……………………… 25
4-2 期末問卷調查…………………………………………………… 27
4-3 課堂活動與補充資料喜好調查…………………………… 33
4-3-1 課堂活動…………………………………………………… 33
4-3-2 補充資料…………………………………………………… 34
第五章、 結論與建議………………………………………………… 35
5-1 結論…………………………………………………………………… 35
5-2 研究貢獻…………………………………………………………… 36
5-3 研究限制與未來研究建議…………………………………… 37
參考文獻 ………………………………………………………………… 38
參考文獻 1. 王金國 (2000)。簡介小組討論教學法。教育研究,8,137-147。
2. 史美瑤(2013)。如何利用問題(課堂討論)引導學生學習。評鑑雙月刊,41,29-30。
3. 吳清山 (1997)。初等教育。臺北: 五南。
4. 張德銳 (2004)。中學教師教學專業發展系統。臺北: 五南。
5. 張德銳(民 89)。師資培育與教師評鑑。台北市:師大書苑。
6. 鄭明長(2002)。當問題不再是問題:從教室言談看課程改革的實踐。教育研究月刊,93,68-75。
7. 蔡瑞君(2015)。翻轉教室之過去、現在與未來。教育脈動,1,21-33。
8. Baker, J. W. & Mentch, M. W. (2000). IMOWA curriculum materials, Retrieved from http://www.imowa.org/curricula/flip/
9. Bates, S. and Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: a case study.
10. Bergmann, J., Overmyer, J., & Wilie, B. (2013). The Flipped Class: What it is and What it is Not. The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
11. Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
12. Bergmann, J. ,& Sams, A. (2013). Flip Your Students′ Learning, Educational Leadership. March 2013. 70(6). 16-20.
13. Bridges, D. (1979). Education, Democracy & Discussion . U.S.A.: University Press of America.
14. Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia, Business Education & Accreditation, 6(1), 33-44.
15. Gall, M. D. & Gall J. P. (1976). The discussion method. In N. L. Gage(Ed.), The Psychology of Teaching Method, 166-216, The 75th Year of the National Society for the Study of Education. Chicago: The University of Chicago Press.
16. Honeycutt, B. (2012). The lecture vs. the flip. Retrieved from http:// www.flipitconsulting.com/2012/08/30/the-lecture-vs-the-flip/
17. Kawanaka, T. & Stigler J. W. (1999). Teachers’ use of questions in eighth-grade mathematics classroom in Germany, Japan, and the United States. Mathematical thinking and learning. 1(4), 255-278.
18. Kevin, D. I. (1981). Instructional technique. Mcgraw-Hill..
19. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. creating an inclusive learning environment. creating an inclusive learning environment. Journal of Economic Education, 31, 30-43.
20. Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemistry Education Research and Practice, 14(4), 607.
21. Springen, K. (2013). Flipping the Classroom: A revolutionary approach to learning presents some pros and cons.
22. Strayer, J. F. ( 2007) .The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. The Ohio State University.
指導教授 周惠文(Huey-Wen Chou) 審核日期 2018-8-23
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明