本研究旨在探究輔導式翻轉教室教學模式結合無人機程式設計課程，對國中學生運算思維、問題解決態度、問題解決能力以及程式學習成效的影響。隨著教育科技的快速發展與課程革新的需求，如何有效整合STEM教育元素於中等教育階段，已成為教育實踐與研究的重要議題。本研究採用混合研究法進行，研究對象為來自北部兩所偏鄉公立國中的學生，共計34人，進行為期18節課的課程活動。研究設計為單組前後測實驗，搭配問卷、測驗與觀察紀錄，以獲得全面性資料。教學設計以輔導式翻轉教室理念為核心，學生於課程前半段分組觀看教學影片，自主學習如何使用Blockly程式語言操作無人機，並於課堂中透過小組合作進行實作與飛行任務挑戰。課堂中輔導老師協助學生釐清問題、提供策略引導，但不直接給予答案，以促進學生自主學習與問題解決能力的發展。 研究結果顯示，學生在課程後的運算思維、問題解決態度與能力，以及程式測驗成績皆有顯著提升。其中，運算思維與問題解決能力呈現高度正相關（rs = .690**，p < .01），顯示學生能透過課程將抽象邏輯與實際操作結合，內化為可應用於新情境的問題解決策略。質性觀察亦發現，學生在實作過程中展現高度參與和反思能力，能在失敗後進行修正與策略調整，進一步深化其學習歷程。此外，本研究亦從學生互動與教師引導的角度探討輔導式翻轉教室的實施成效，發現課程前半段的影片教學有效提升學生的理解度，課堂中學習活動的密度與深度亦隨之提升，整體學習氛圍更為積極主動。本研究的結果驗證了結合無人機與輔導式翻轉教室教學模式的可行性與成效，提供未來科技教育課程設計之參考。 ;This study aims to investigate the effects of a guided flipped classroom instructional model integrated with a drone programming curriculum on junior high school students′ computational thinking，problem-solving attitudes，problem-solving abilities，and programming learning outcomes. With the rapid development of educational technology and the growing need for curriculum innovation，effectively integrating STEM education elements into secondary education has become a critical issue in both educational practice and research. A mixed-methods research design was employed，targeting 34 students from two remote public junior high schools in northern Taiwan. The intervention spanned 18 class sessions. The study adopted a one-group pretest-posttest experimental design，utilizing questionnaires，tests，and observational records to collect comprehensive data. The instructional design was grounded in the principles of the guided flipped classroom. During the first phase of the course，students watched instructional videos in groups to learn how to operate drones using the Blockly programming language through self-directed learning. In the classroom，they engaged in group-based hands-on practice and flight mission challenges. During these sessions，instructors provided scaffolding by clarifying students’ problems and offering strategic guidance without directly providing answers，thereby fostering learners’ autonomy and problem-solving capabilities. The results revealed significant improvements in students’ computational thinking，problem-solving attitudes and abilities，and programming test performance after the intervention. A strong positive correlation was found between computational thinking and problem-solving ability，suggesting that students were able to integrate abstract logic with practical application，internalizing it into transferable problem-solving strategies applicable to novel situations. Qualitative observations also indicated high levels of student engagement and reflective thinking during hands-on tasks，with students demonstrating the ability to revise their strategies and adjust their approaches after encountering failure，further deepening their learning processes. Additionally，the study examined the effectiveness of the guided flipped classroom from the perspectives of student interaction and teacher facilitation. It was found that the video-based instruction in the initial phase of the course significantly enhanced students’ comprehension，while the intensity and depth of classroom activities increased accordingly，contributing to a more proactive and engaged learning environment. Overall，the findings confirm the feasibility and effectiveness of integrating drones with a guided flipped classroom model，offering valuable insights for the future design of technology-enhanced education curricula.
