翻轉教室：談學生看法

A Flipped Classroom: The Study of Students’ Perspectives

隨著教學科技工具的大量興起，翻轉教室的教學潮流近年來盛行於各階段的教室中。本研究針對大學生於體驗翻轉教室之後，進行個別訪談，以深入了解學生的看法。受訪者乃是7名修習同一門教育類別科目之大二及大三學生，該門課於全學期2/3時間要求學生事先閱讀課本、觀看影片及網路資源，進行課前自學及預習，課堂中則進行討論、行使小組任務等教學活動。蒐集之訪談資料採取紮根理論方式進行分析，訪談結果顯示大學生認同翻轉教室學生為中心的理念，但較低年級學生尚未習慣強調自律能力的網路輔助自學與預習，對翻轉教室的接受度較低。研究建議教師應具彈性、有條件地翻轉教室，設計有趣的預習內容，並監督小組討論品質等，以達成翻轉教室的目的。

With large emergence of instructional technologies， the instructional strategy of flipped classrooms is getting popular in all ages of classrooms. This study was to investigate undergraduate students’ perspectives regarding the learning experience in an undergraduate flipped classroom in Department of Education. Seven undergraduates (sophomores and juniors) participated in individual interviews. The flipped course required the students watch online video clips， preview the textbook， or read online resources， before coming to face-to-face class meeting. Data collected through interviews were analyzed with the Grounded Theory approach. The results indicate that the general undergraduates recognize the goals of flipped classrooms， but the undergraduates of lower-grades are less ready for the flipped classroom. The findings suggest instructors be flexible， flip classrooms conditionally， design interesting materials for previews， and monitor the quality of group discussion in order to meet the goals of flipped classrooms.