翻轉學習在大學微積分課程之實現與初探

Abstract

翻轉教室（flipped classroom）的教學模式儼然成為近年來教學改革重要的方向與理念，其主要概念是將教室內教師講解和教室外學生作業兩者翻轉。學生課前在家收看教師預錄或指定之教學影片，在教室進行問題探討、作業解題或致力於較高階之批判性思考活動，以增加學生在教室內主動學習、參與或同儕合作學習的機會。本研究旨在進行翻轉學習在大學微積分課程之研究，選定某大學一年級72位學生之微積分課程進行翻轉教學，透過探究學生在課程相關表現，冀能提供有意進行微積分翻轉教學教師參考。選定之微積分教材內容涵蓋曲線下面積、微積分基本定理和代換積分等概念，教材編撰依據認知負荷理論和多媒體學習認知理論，教學活動設計採學生中心進行設計，以讓學生確實觀看影片、增加課程參與、善盡個人責任等方向設計。研究工具採用課間形成性評量、分組合作評量和自編問卷探究學生對於微積分的學習結果和學習態度。研究結果顯示本研究所規劃之教學活動，學生在問卷分數和開放性問題質性描述部分都給予正向的肯定。大部分的學生形成性評量成績到後期亦有穩定的發展。隨著學生越來越瞭解課程實施方式，參與程度也逐步升高，在分組活動中對於同儕互動、團體榮譽等方面也更能夠認真看待自己應負的責任。

The flipped classroom has become a prominent direction for teaching-related reforms in recent years; the main idea is to flip the activities ＂teachers teaching in classroom＂ and ＂students completing their assignments outside of classroom.＂ In other words, before the class, students watch instructional videos (at home) assigned or prerecorded by their teachers so that the students can discuss problems that they have encountered, or engage in higher-order critical thinking activities in class. The flipped classroom aims to facilitate active learning, student participation, and peer collaborative learning in class. The present study investigated the implementation of flipped learning in a university calculus course, in which flipped teaching was employed in a class that contained 72 freshman students. By studying the students' performance following the implementation of flipped classroom, this study provided referential information to teachers who are interested in introducing flipped teaching in their calculus class. Furthermore, course content selected included area under the curve, fundamental theorem of calculus, and integration by substitution. Course materials were compiled according to cognitive load theory and cognitive theory of multimedia learning. Regarding teaching activities, student-oriented teaching activities were adopted to ensure that students watch videos, participate in class, and fulfill their responsibilities as students. Interclass formative assessments, grouping and cooperative assessments, and self-compiled questionnaires were employed to investigate students' calculus learning outcome and attitude. The study results revealed that students showed positive responses in the areas of questionnaire score and qualitative description of open questions. In addition, the majority of the students' formative assessment scores improved steadily later on in the course. Furthermore, as students learned more about the course implementation method, their part