本研究旨在探討三峽區國小教師對翻轉教學態度的現況，以及分析不同個人背景變項的三峽區國小教師對翻轉教學態度的差異情形，期望能提供國小教師營造優質教學的參考依據。 本研究採問卷調查法，根據研究目的設定研究問題，設計「三峽區國小教師對翻轉教學態度之調查研究」問卷，作為資料蒐集的工具，其研究對象為103學年度任職於三峽區公立國小現職教師，總計研究對象633人，其中120人為預試問卷對象，正式問卷為513人，實際有效問卷為370份，有效問卷回收率為72.12%。根據受試者問卷填答結果，以SPSS 18.0統計套裝軟體進行描述性分析、t-test考驗、單因子變異數分析及Scheffe`等統計方法進行資料處理分析與檢驗。 根據研究結果，歸納出以下結論： 一、 三峽區國小教師不同背景變項，在性別、年齡、最高學歷、職務、服務年資、曾經實施翻轉教學、學校規模與學校所在地區的各分層面與整體的翻轉教學態度，皆傾向積極正向。 二、 不同性別、不同最高學歷與不同服務年資的三峽區國小教師，在整體翻轉教學態度及各層面上沒有顯著差異。 三、 不同年齡、不同職務、是否曾經實施翻轉教學、不同學校規模與不同學校所在地區的三峽區國小教師，在翻轉教學態度的部分層面或所有層面上，有顯著差異存在。 最後根據研究結果提出建議，對國小教師、學校行政、教育行政主管機關，以及後續研究方向提出具體建議。 The main purpose of this study was to research on elementary school teachers’attitudes toward fipped teaching in Sanxia Dist. And to analyze the differences of the attitudes toward flipped teaching among the elementary school teachers with various personal backgrounds. The questionaire of elementary school teachers’attitudes toward flipped teaching was adopted in this study to collect data. The researching objects were the current post teachers of the public elementary schools in Sanxia Dist in study year 2014. The total samples were 633. The samples of pretest questionaire were 120. The valid returning questionaires were 370. The valid returning rate was 72.12%. The quantitative data analysis was analyzed by frequency distribution, one sample t-test , and one-way ANOVA. The findings were described as follows: 1. Public elementary school teachers’attitudes toward flipped teaching were active and positive. 2. Elementary school teachers’attitude toward flipped teaching in Sanxia Dist were no significantly differences in the overall attitude and all levels by gender, highest level of education and years of service. 3. Elementary school teachers’attitude toward flipped teaching in Sanxia Dist were significantly differences by age, position, ever implementation of flipped teaching, school size and regional school location. Finally, suggestions based on the above research findings were presented for all elementary teachers, school administration managers, educational administration authorities and the further advanced studies.
