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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/108293


    Title: 翻轉的國中英語教室:App融入教學之研究
    Other Titles: Journal of Computer Science and Educational Technology
    Authors: 陳劍涵
    Keywords: 翻轉教室;英語教學;行動學習;電腦輔助語言學習;設計研究法;Flipped Classroom;English Language Teaching (ELT);Mobile Learning;Computer-Assisted Language Learning (CALL);Design-Based Research (DBR)
    Date: 2016
    Issue Date: 2016-11-22 02:10:38 (UTC+8)
    Publisher: 銘傳大學
    Abstract: 本研究與國中「語文資源班」的現職英語教師及學生合作,依照外語教學與平板載具行動學習的特性,透過「設計研究法」(Design-Based Research, DBR),在教學現場進行實測、驗證與修正,探討如何透過行動載具內應用程式(Applications, Apps)「翻轉」國中英語教學課堂活動。透過質性資料收集與分析,本研究提出「個人載具學習」、「師生互動學習」、「群體協作學習」與「綜合回歸學習」四種學習模式原型,並綜合提出以教師專業為主,本於「科技學科教學知識」(Technological Pedagogical Content Knowledge, TPCK)的應用架構。本研究提出相關結論:行動學習在翻轉教室的運用仍需配套,如個人載具提供與維護、軟體或數位教科書內容建置與學習功能設計、免費與自由軟體的搭配、學校環境的配合與課程融入等。翻轉教室的教學實施也需要教師高度專業成長做為準備,本研究提出教師應本於「科技學科教學知識」的架構增進以學科教學為基礎之科技使用能力。同時翻轉教室在英語教學之應用應回歸語言教學本質,提供學習者語言運用與互動,甚至應用英語進行溝通、合作、解決問題等,並成為教師納入教學創意與客製化教學的途徑。
    This research study adopts “design-based research”(DBR) as a research method to examine how mobile Apps can be used in a “flipped” junior high school English classroom in Taiwan. Related issues, implications, and initial frameworks are offered after mobile Apps are tested in real classroom settings. Findings include issues of advantages and difficulties of the application, the four dimensions of the design prototypes, as well as an overall structure based on technological pedagogical and content knowledge (TPCK) of the teachers. This study concludes that proper applications of mobile Apps be carefully designed based on TPCK to facilitate learning.
    Relation: 電腦科學與教育科技學刊 6(1),頁27-37
    Appears in Collections:[師資培育中心] 期刊論文

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