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

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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。本研究包括兩個階段的教學行動，分別為第一階段的「均一教育平台」的使用介紹與進度安排，以及第二階段的問題本位學習。透過「數學學習動機量表」與「機率單元測驗卷」資料，量化分析學生學習前後的影響；以學習單、學習心得、觀察記錄、訪談紀錄、教師省思札記等多元方法蒐集質性資料分析。研究結果獲致下列結論：一、以問題本位學習融入翻轉教室，能維持九年級國中生對數學的學習動機。二、以問題本位學習融入翻轉教室，對於九年級國中生的數學機率單元學習成效有提升的趨勢。三、學生喜愛問題本位學習融入翻轉教室的教學方式，且期待持續進行，並希望擴展至全班實施。四、實施問題本位學習融入翻轉教室對於提升九年級國中生的機率單元學習之行動研究，能提高教師省思能力，並有助教師專業成長。最後，本研究對於未來欲從事與本研究相關議題的研究者與現職教師，提出若干教學研究方向與建議。 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.
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