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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105006

    Title: 運用翻轉教室合作學習策略進行國小三年級數學課程應用之行動研究
    Other Titles: An action research of applying flipped classroom and cooperative learning strategies in third-grade mathematics curriculum
    Authors: 錢思媚;Chien, Su-Mei
    Contributors: 淡江大學教育科技學系碩士在職專班
    鄭宜佳;Cheng, Yi-Chia
    Keywords: 翻轉教室;合作學習;數學應用課程;行動研究;Flipped Classroom;Cooperative Learning;Mathematics Curriculum;Action Research
    Date: 2015
    Issue Date: 2016-01-22 14:45:30 (UTC+8)
    Abstract: 多項國內外研究顯示,翻轉教室的教學模式可以滿足教室裡異質性學生學習上的個別需求。本研究旨在探討翻轉教室合作學習策略的教學模式,對於三年級學生的數學學習成效與學習態度之影響,並瞭解翻轉教室合作學習課程實施的困難與挑戰,及教師對於課程實施的修正與反思歷程。研究方法採取行動研究,共計進行6週18節課兩循環的數學應用課程行動研究,經由問題診斷、規劃行動、執行行動、評估行動四步驟螺旋循環,將課程實施上所面臨的問題修正、執行並反思。
    This study aimed to discuss the flipped classroom and cooperative learning strategies, regarding the influence of the mathematics learning outcome and attitude of third-grade students, and understand the merits and limits of this method, and the modifying and reflection process of the teacher while implementing the curriculum. The research technique adopted the action research, carried on in 18 class sessions, two circulations of the mathematical application curriculum for 6 weeks. Based on the quantitative and qualitative data collected, the results are summarized as follows. 1. Flipped classroom and cooperative learning strategies for third grade mathematics learning had learning outcomes and learning retention effect. 2. Flipped classroom and cooperative learning strategies was liked by the students deeply, had a positive attitude regarding the mathematics learning of students. 3. Before class, pre-recorded programs helped teachers rearrange the teaching content, improve the effectiveness of teaching; during class, discussion and questions arrangement enhanced teachers'' teaching skills. 4. Cooperate with peers in group discussions helped students learn to help each other; competition between groups motivated students to participate in learning activities. 5. Technology-assisted instruction brought multi-dimensional instructional choices, but time-consuming preparation of teaching materials needed teachers to cooperate with each other to overcome this.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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