臺灣博碩士論文加值系統

傳統教學模式的教學目標僅能著重於厚植數理基礎、完備專業知能、以及強化實務技術。本論文嘗試以翻轉教室模式融入服務學習與小專題的執行，除了保有傳統課程的教學目標外，並提升學生的自主學習、解決問題和社會關懷等核心能力的教學目標。
翻轉教室教學模式的建立，需要教師花費長時間的建立數位影音教材，清楚和同學進行師生交流。上課的主角不再是老師在講台上進行知識傳授，而是讓學生先在家透過雲端開放式課程，得到了見解和疑惑，透過分組學生在課堂進行討論和發表，進而討論出相關結果，其中老師只扮演協助的角色。這門課藉由語音教材、討論、作業設計、線上測驗與討論室的經營，以求達到學生自主學習的初步目標。
課堂中部分融入服務學習與專題導向學習模式，兩者模式上都具有準備/構思、服務/實踐、反思/檢討和發表/慶賀四大階段。因此本論文期許翻轉教室和服務學習兩種教學模式可以相輔相成，在服務學習過程中透過小專題的執行，由學生設計並經營實驗闖關活動，達到創意設計，問题解决，並展現服務過程所獲得之學習成果，更可體現社會關懷，拓展國際視野等教學目標。本論文希望藉由此兩種教學模式找出對工科新生的最佳實施模式，以促進工程教育儘早提升。

The studying goals of the traditional teaching models are merely concentrated on cultivating math skills, perfecting expertise' knowledge, and sharpening field work skills. This research is attempting to bring the model of flipped classroom into the area of social service learning, as well as in the execution of small projects. In keeping with the goals of traditional coarse studying, it also provides students with the development of self-motivated learning ability, skills of solving problems, and the core skill of consciousness on social issues.
For the establishment of the model of flipped classroom, it requires teachers' long time dedication on constructing teaching materials in forms of digital media, and their attention on establishing unobstructed communication with students. The leading goal in a classroom no longer consists of a teacher teaching from the height of a platform, but the possibilities of students coming up with ideas and questions by previewing the teaching materials on the cloud network. In this way they're able to reach some conclusions on their own through group discussion, helping in the development of ideas. Teachers are only playing assistant roles. This course expects to reach the initial goal of encouraging students self-dependent study through offering audio-visual materials, discussions, homework plan, online tests and the availability of online chat-room.
In the classroom, part of the teaching is combined with social work learning and case studying. In both modes, there exists same phases of four: preparation/brainstorming, social service/execution of work, self-reflection/review on work, & presentation/celebration. It's expected in this research that the concepts of flipped classroom, and of social service learning, can work hand in hand with and complement on each other. Such as carrying out small projects during service studying, and how students will design and execute events of stage-crossing games. All these will contribute to students' development on skills of creative design and problem solving. In addition, they will showcase the fruits of their social study results. A step more from there, studying goals such as learning the sentiments social cares, and opening up international views, will be fulfilled. This research project is looking forward to cultivate the best executing pattern in the merging process of the two teaching models.

第一章 緒論 1
1-1 研究背景和動機 1
1-2 研究目的 3
1-3 內容大綱 4
第二章 翻轉教室文獻探討 5
2-1 核心能力的重要性 5
2-2 翻轉教室6
2-3 專題導向式學習8
2-4 服務學習11
第三章 建立教學模式 12
3-1 模式建立前的準備12
3-1.1 學生分組13
3-1.2 教材製作14
3-2 翻轉教室融入多元動態學習14
3-3 教學成效評估20
3-3.1 學習成效測驗22
3-3.2 學習意見調查表23
3-3.3 t檢定的基本假設24
3-4 教學模式的架構模型25
3-4.1 傳統教學法和翻轉教室法研究架構25
3-4.2 傳統教學法和翻轉教室法運用於實驗課上的比較架構26
3-4.3. 翻轉教室運用於大一和大二的比較架構圖29
第四章 實驗結果 30
4-1 翻轉教室教學和傳統教學的學習分析30
4-1.1 學習成效測30
4-1.2 學習意見調查表32
4-1.3 多元翻轉教室和傳統教學模式的時間差異33
4-1.4 多元翻轉教室的實作學習意見調查表35
4-2 翻轉教室和服務學習提升核心能力的比較36
4-2.1 核心能力調查36
4-2.2 學習興趣37
4-2.3 整體滿意度38
4-3 大一和大二參與多元翻轉教室的評估39
4-3.1 主動學習面向39
4-3.2 數位學習園區-服務與互動面向39
4-3.3 數位教材內容與設計面向40
4-3.4 自主學習面向41
4-3.5 翻轉教室教學模式之滿意度41
第五章 結論 42
5-1 論文結論42
5-2 未來研究方向42
5-3 論文發表43
參考文獻 44

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