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

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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。依據兩次行動研究的質量化分析、歸納、整理後形成研究結果，研究結果顯示如下。1.翻轉教室合作學習教學模式對於三年級數學的學習具有學習成效與學習保留效果。2.翻轉教室合作學習教學模式深受學生喜愛，對於學生的數學學習態度有正向的幫助。3.課前預錄課程幫助教師重新編排教學內容，提升教學的效能；課中的數學應用課程及佈題討論，增進教師的教學技能。4.同儕間的合作學習讓學生在小組討論中合作分工；小組間的競賽讓學生積極參與、主動學習，提高學習意願。5.科技輔助教學帶來多元的教學選擇，唯編製教材費時耗力，需有教師協同分擔製作教材。 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.
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