English  |  正體中文  |  简体中文  |  Items with full text/Total items : 51931/87076 (60%)
Visitors : 8485612      Online Users : 251
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104996

    Title: 翻轉教室對於國中學生數學學習成效與態度影響之行動研究──以一元一次方程式為例
    Other Titles: An action research of using flipped classroom to learn mathematics and attitudes on setting one-variable linear equation for junior high school students
    Authors: 陳育;Chen, Yu-Jie
    Contributors: 淡江大學教育科技學系數位學習在職專班
    沈俊毅;Shen, Chun-Yi
    Keywords: 翻轉教室;均一教育平台;一元一次方程式;Flipped Classroom;Junyi Academy;One-variable Linear Equation
    Date: 2015
    Issue Date: 2016-01-22 14:45:16 (UTC+8)
    Abstract: 在傳統的教學環境,學生多是單向接收教師所傳達的訊息,較缺乏雙向互動的機會,且數學學習偏重事實知識的記憶,故本研究主要是探討運用翻轉教室對於國中學生數學學習成效與學習態度之影響。
    In the traditional teaching environment, students received more one-way information from their teachers and they had less opportunities of two-way interactions. In addition, mathematics learning emphasized on the memories of factual knowledge. Therefore, the purpose of this study is to probe into the influence of the junior high school students’ mathematics learning effects and attitudes with the Flipped classroom.
    This research design used the two-cycle model of action research to improve instructional programs. The subjects were 26 seventh grade students taught by the researcher in junior high school in Taipei, learning One-variable Linear Equation. The researcher collected and analyzed the information about the instructional design with the Flipped classroom, the learning platform of Junyi Academy, the assessment of the students’ learning achievements, the scale of the students’ learning attitude and the qualitative teaching record to get the points about the learning process with the Flipped classroom, the influence of the students’ learning effect and attitude and teaching reflection.
    The research indicates that self-learning makes students not only master their own learning steps, but also get learning achievements, and thus they would like to learn mathematics more positive than before. Extensive practice of class activities and problem solution makes the students have deeper understanding and extensive application of math learning to accomplish learning transference. Teaching activities with learner-centered aims and emphasizing the interaction between the teacher and students can lead students to think and then promote students’ learning level.
    Therefore, teaching with the Flipped classroom can effectively promote junior high school students’ math learning effects and make the dimension of learning habits of math-learning attitude scale achieve significantly different on the statics, particularly for underachievers in math . However, the dimensions of learning motivation, self-awareness, learning methods, learning plans and learning process were not significantly different on the statics, but the average of the five dimensions is upgraded.
    In the Flipped classroom, students’ effective self-learning using Junyi Academy before class replaces the general handwriting exercises after class. This can not only lighten students burden of learning math but also teach them a way to learn by themselves, which promote education quality at the same time. The Flipped Classroom can give consideration to the differences between students’ learning effectiveness, so that passive learners can also participate in classroom activities. It can make students more successful. According to the finding and conclusion of the research, some suggestions are proposed to be the reference for the future researchers and the junior high school math teachers.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

    Files in This Item:

    File Description SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback