翻轉教室內有效教學策略之研究-七年級學生學習線型函數為例

• Main Authors: Chi-Kai Wang, 王紀凱
• Other Authors: Tzu-Hua Wang
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/68552165440859386446

碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 104 === This research aims to investigate the effects of flipped classroom on seventh graders’ math learning performance and learning attitude. A quasi-experimental design was with three classes of seventh graders in Dong Dong junior high scool in Hsinchu city. Flipped classroom was delivered to experimental group A, cooperative teaching was given to experimental group B, traditional lecture was given to the control group and lasted for two weeks, with 12 classes. The data included a pre-test study, a post-test study, math learning attitude questionnaire, and math learning performance. The data discussed the performance of the students who were given the flipped classroom, cooperative teaching, and traditional teaching. The results are as below. 1. Students from expermintal group a ,groupb and the controul group all progressed significantly on math learning performance tests. 2. Students from the experimental group A progressed more significantly than experimental group B and control group on math learning performance. 3. Students from the experimental group A progressed significantly on math attitude questionnaire, Students from the experimental group B and control group were no significant difference on math learning attitude questionnaire. 4. Students from the experimental group A progressed more significantly than experimental group B and control group on math learning attitude questionnaire. Finally, suggestions and educational implications were made based on the research results.