結合正向激勵型小考的翻轉教室實踐案例—以「數位邏輯電路設計」課程為例

Positive Encouragement-Type Quizzes based Flipped Classroom: A Practical Case Study of “Logic Design” Course

翻轉教室近年來在全球教育界掀起一波教學創新的風潮。本課程實踐案例為筆者將翻轉教室教學模式結合「正向激勵型小考」評量活動，應用於電子電機領域基礎必修的「數位邏輯電路設計」課程，目的在於了解此創新教學模式對於學生的學習動機與學習成效的影響。課程實踐的成果顯示：（一）「結合正向激勵型小考的翻轉教室」教學模式能有效給予學生正向鼓勵，幫助學生建立信心、持續完成課程；不僅提升了學生的學習動機，也使修習此課程之學生辦理停修的人數大幅降低。（二）從期中考及期末考成績的表現上，可看出此創新教學模式明顯提升了學生的學習成效。經由此課程實踐，本文提出此教學模式的教學啟示如下：（一）翻轉教室提高學生的自主學習效率。（二）每周的小考及訂正機制協助學生發現學習的盲點並及時修正。（三）「正向激勵型小考」將小考轉化成為「評量是為學習」的角色。（四）正向激勵、建立信心。（五）教師有更多機會關懷學生的學習狀況，師生互動得以更密切。同時亦提供未來相關領域有意施行翻轉教室之教師進行課程實踐時的參考。

In recent years， flipped classrooms have stimulated a global and new trend in teaching innovation. In this case study， the implemented course combined the flipped-classroom teaching mode with the “positive encouragement-type quizzes” evaluation activity designed by the author. In order to understand how it impacts students’ learning motivation and learning performance， this strategy was applied to the course “Logic Design，” which is a basic and compulsory course in the area of electronics and electrical engineering. The results of the course implementation are as follows. First， the teaching mode of “positive encouragement-type quizzes based flipped classroom” gave students positive encouragement， helped them build confidence， and aided in their course completion. This method not only enhanced students’ learning motivation but also significantly reduced the number of students that withdraw from the course. Second， the observation of the midterm and final examination results revealed that this innovative teaching method significantly improved students’ learning performance. Through the implementation of this teaching method， this study proposed the following insights for teaching: (1) Flipped classroom enhances students’ efficiency in autonomous learning. (2) Weekly quizzes and the mechanism of revising “encouragement-type quizzes” help students clarify their learning weaknesses and make timely adjustments. (3) “Positive encouragement-type quizzes” transformed quizzes into “assessments for learning purposes.” (4) Positive motivation can build students’ confidence. (5) Lastly， teachers will have more opportunities to track students’ learning progress， resulting in closer interaction between teachers and students. The findings of this study can also serve as reference for teachers attempting to implement flipped classroom in related areas in the future.