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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/113978

    Title: 問題本位學習融入翻轉教室對國中生之數學學習成效與學習動機之行動研究
    Other Titles: An action research of problem-based learning into flipped classroom on mathematics achievement and learning motivation for junior high school students
    Authors: 陳麗華;Chen, Li-Hua
    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: 問題本位學習;翻轉教室;數學學習成就;數學學習動機;行動研究;Problem-Based Learning;Flipped Classroom;Mathematics achievement;Learning Motivation;Action Research
    Date: 2017
    Issue Date: 2018-08-03 14:37:41 (UTC+8)
    Abstract: 本研究採用行動研究法,以研究者所任教的國中九年級學生為研究對象,探討問題本位學習融入翻轉教室對學生數學學習成就與學習動機的影響。於行動中探究「均一教育平台」使用的實施歷程與問題本位學習的實施歷程,並分析學生的學習成果與學習動機,從中探討學生學習過程中所遭遇到的問題與感受,以及教師於此教學歷程中所面對的困難與省思。

    This study used the action research method to explore the influence of problem-based learning integrated into flipped classroom on learning achievement and motivation for ninth-grade students . This study explored the implementation process of the problem-based learning and the Junyi Academy, and analysised the learning achievement and learning motivation, the difficulties and reflections.
    This study included two sections, (1)the introduction and scheduling of the Junyi Academy, (2)the problem-based learning teaching. The study analysised of the influence by using the "Mathematics Learning Motivation Scale" , and collected many datas to understand the learning effect by using the"Probability Tests", "single-study" ,"student learning experiences" , "teacher observation records" , "students recorded interview". The results of the study were summarized as follows:
    First, the problem-based learning integrated into the flip classroom, to keep the ninth grade students motivation on mathematics learning.
    Second, the problem-based learning integrated into the flip classroom, to promote the mathematics achievement on unit probability.
    Third, students would love problem-based learning integrated into classroom teaching methods, and looked forward to continuing, and extended to all students.
    Fourth, the study improve teachers’ knowledge and abilities.
    Finally, the research provided suggestions for future research and revealed issues for further clarification.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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