臺灣博碩士論文加值系統

本研究旨在探討翻轉教學模式對低成就學習者的影響，經由三週的實驗教學，驗證其應用在英語課程對低成就學習者英語自我導向學習及英語學習成效的影響。

本研究採準實驗研究設計；研究對象為桃園縣某高職飛機修護科一年級學生，實驗組31人，控制組28人，受試學生於高職入學時之國中基本學力測驗成績落在全國後百分之二十，受試學生的學習成就與全國學生比較，較屬低成就學習者。以受試學校安排之學期評量作為考驗其英語學習成效，以「英語自我導向學習量表」作為考驗英語自我導向學習能力，測驗所得的數據進行共變數分析，以了解學生英語學習成效及英語自我導向學習的變化。此外，研究中亦蒐集學生的個別訪談與教師個別訪談等質性資料，分析受試學生英語低成就原因、學習狀況、學習成效及英語自我導向學習。結果發現：

一、學生英語課程接受翻轉教學方式後，其英語學習成效的表現，實驗組學生顯著優於控制組學生。
二、學生英語自我導向學習的能力在接受翻轉教學後，實驗組與控制組學生皆無顯著差異。
三、根據質性資料分析，發現學生英語低成就的原因在於課堂學習較敷衍，學習上更偏向背誦記憶。但經過翻轉教學方式後，從中看到學生英語學習方式與態度正向的影響。
最後依據上述研究結果，提出未來實施翻轉教學及後續相關研究之建議。

This study aims to explore the effects of flipped learning on low achievers. Three weeks of experimental courses were designed to investigate the influence of flipped classroom on low achievers’ English self-directed learning and English learning performance. This study adopted the quasi-experimental design whose research targets are first graders major in Department of Aircraft Maintenance in a vocational high school in Taoyuan County. According to Basic Competence Test for Junior High School Students, 31 students from experimental group and 28 students from control group received exam scores lower than 80 percent of students in Taiwan and thus are categorized as low achievers. A semester evaluation and English Self-directed Learning Scale served as measurement tools to test students’ English learning performance and self-directed learning respectively. An ANCOVA test was conducted to analyze students’ English learning performance and self-directed learning. Moreover, interview data from the experimental students and the teacher were analyzed to discover low achievers’ perceptions, learning status, learning performance as well as English self-directed learning. The major findings showed that the experimental group with flipped learning performed significantly better than the control group in terms of English learning performance. Both experimental and control group showed no significant effect on English self-directed learning. Lastly, based on qualitative analysis, lower achievements resulted from students’ passive learning attitude and their heavy use of recitation and memorization. However, flipped learning enables students to gain more positive learning attitude and techniques. Overall results and suggestions were provided for future flipped learning research.

摘要...................................................I
Abstract..............................................II
致謝.................................................III
目錄..................................................IV
表目錄................................................VI
圖目錄...............................................VII
第一章 緒論.........................................1
第一節 研究背景與動機...............................1
第二節 研究目的與待答問題...........................4
第三節 名詞釋義.....................................5
第四節 研究範圍與限制...............................7
第五節 研究的重要性.................................8
第二章 文獻探討....................................10
第一節 翻轉教學....................................10
第二節 自我導向學習................................14
第三節 低成就學習及相關研究........................20
第三章 研究方法....................................24
第一節 研究設計....................................24
第二節 研究對象....................................27
第三節 研究工具....................................28
第四節 研究流程....................................32
第五節 資料處理與分析..............................38
第四章 研究結果與討論..............................42
第一節 翻轉教學對英語學習成效的影響................42
第二節 翻轉教學對英語自我導向學習的影響............46
第三節 質性訪談分析................................52
第五章 結論與建議..................................79
第一節 結論........................................79
第二節 建議........................................81
參考文獻 ............................................85
附錄1 英語自我導向學習量表........................91
附錄2 英語學習單一................................93
附錄3 英語學習單二................................94
附錄4 英語學習單三................................96
附錄5 英語學習單四................................98
附錄6 英語學習單五................................99
附錄7 英語教材教學單元課文.......................100
附錄8 學期期中評量...............................101
附錄9 學期期末評量...............................103

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