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研究生:陳惠國
研究生(外文):CHEN, HUI-KUO
論文名稱:翻轉教室教學對八年級學生理化科學習動機與自我調節學習之影響-以化學反應式為例
論文名稱(外文):The Effects of Flipped Classroom Teaching on Science Motivation and Self-Regulated Learning of 8th Graders about Chemical Reaction
指導教授:謝智玲謝智玲引用關係
指導教授(外文):HSIEH, CHIH-LING
口試委員:林啟超陳兆群謝智玲
口試委員(外文):LIN, CHI-CHAUCHEN, JAW-CHYUNHSIEH, CHIH-LING
口試日期:2019-06-13
學位類別:碩士
校院名稱:大葉大學
系所名稱:教育專業發展研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:117
中文關鍵詞:翻轉教室科學學習動機自我調節學習
外文關鍵詞:flipped classroomscience motivationself-regulated learning
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本研究目的在探討翻轉教室教學法對國中八年級學生理化課程的學習動機與自我調節學習的影響。採用準實驗研究(quasi-experimental)不等組前後測對照組設計(nonequivalentpre-test and post-test control group design)。以屏東縣熱平衡(化名)國民中學的兩個班共51位學生為實驗對象,其中26 位學生為實驗組,實施翻轉教室教學法於理化課程;另外25位學生為對照組,維持傳統講授式教學,自107學年度第二學期開學後開始實施,為期10週。
研究工具包括「科學學習動機量表」與「自我調節學習量表」,資料分析採用「描述性統計分析」與「單因子共變數分析」進行分析,再輔以「課程活動回饋表」進行研究結果討論。依據資料分析研究結果,本研究獲得以下結論:
一、 翻轉教室教學法能部分提升八年級學生理化課程學習動機。
二、 翻轉教室教學法能部分提升八年級學生理化課程自我調節學習。
三、 學生對翻轉教室教學法持正面與肯定的態度。

This study was to investigate the effects of flipped classroom teaching on science motivation and self-regulated learning of 8th grade students. A nonequivalent pre-test and post-test control group design of quasi-xperimental design wasadopted. Fifty-one students from two eighth grade classes of Thermal Balance (a pseudonym) Junior High School of Pingdong City were sampled and divided into two groups. Twenty-six students in the experimental group accepted flipped classroom teaching activities in the scientific curriculum and the other twenty-five students in the control group remained the traditional teaching for 10 weeks from the second semester of 2018 academic year.
The study tools included questionnaires of science motivation and self-regulated learning. The data were analyzed using “descriptive statistics” and “analysis of covariance”(ANCOVA)with the supplement of “the curriculum feedback form” in the iscussion of the results.
According to the results of data analysis, this study was caused by the following conclusions:
1. The flipped classroom teaching can increase some of 8th grade students' s science motivation.
2. The flipped classroom teaching can increase some of 8th grade students' self-regulated learning.
3. Students had a positive view for the flipped classroom teaching.

目錄
中文摘要 III
ABSTRACT V
誌謝 VII
目錄 VIII
圖目錄 XI
表目錄 XII

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 研究問題 4
第四節 名詞釋義 5
第五節 研究範圍與限制 6

第二章 文獻探討 8
第一節 翻轉教室教學法的意義理論與相關研究 8
第二節 學習動機的理論與相關研究 15
第三節 自我調節學習的理論與相關研究 24
第四節 翻轉教室教學法與學習動機及自我調節學習的相關研究 31

第三章 研究方法 34
第一節 研究設計與架構 34
第二節 研究假設 37
第三節 研究流程與步驟 38
第四節 研究工具 41
第五節 資料處理與分析 51

第四章 研究結果與討論 52
第一節 翻轉教室教學法對學習動機之影響 52
第二節 翻轉教室教學法對自我調節學習之影響 61
第三節 學生對翻轉教室教學法的活動回饋 72
第四節 綜合討論 75

第五章 結論與建議 83
第一節 結論 83
第二節 建議 84

參考文獻 87
一、中文部分 87
二、外文部分 90
附錄A 預試問卷 102
附錄B 正式問卷 104
附錄C 教案設計 107
附錄D 課程活動活饋表 117


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