提升學習動機與學習成就的自然科整合教學法

An Integrated Approach to Natural Science Teaching that Promotes Motivation and Achievement in Learning

本研究旨在探討在國小五年級自然科課程中，結合翻轉教室（F l i p p e d Classroom, FC）與問題導向學習（Problem-Based Learning, PBL）兩種教學策略，以提升學生的學習動機和學習成效。FC讓學生在課前觀看教學影片，自主學習基礎知識，課堂中進行討論和實作；PBL則強調解決真實問題，培養學生的批判性思維和解決問題能力。本研究採用行動研究法，分為規劃、實施、觀察、省思與調整五個階段，針對某國小五年級學生進行三階段教學，並使用教學回饋問卷和ARCS學習動機量表收集數據。結果顯示，整合FC與PBL的教學策略顯著提升了學生在自我學習注意力、課程相關性、學習信心及滿意度方面的表現。此外，學生的課前小考成績和期末考成績均顯著提高。這表明，結合FC與PBL的教學模式能有效激發學生的學習動機並提升學習成效。

The purpose of this study is to investigate the combination of two teaching strategies, Flipped Classroom (FC) and Problem-Based Learn¬ing (PBL), to promote students’motivation and learning effectiveness in the 5th grade natural science curriculum of the elementary school. FC allows students to learn the basics independently by watching instruc¬tional videos before class, and then discuss and work on them during class; while PBL emphasises on solving real-life problems and developing students’critical thinking and problem-solving skills. This study adopted the action research method, which is divided into five stages: planning, implementation, observation, reflection, and adjustment. Three stages of teaching were conducted for fifth-grade students in an elementary school, and data were collected using the teaching feedback questionnaire and the ARCS Scale. The results showed that the integration of FC and PBL teaching strategies significantly improved students’performance in terms of self-attention to learning, curriculum relevance, learning confidence, and satisfaction. In addition, students’scores on pre-course quizzes and final exams increased significantly. This suggests that the combination of FC and PBL can effectively stimulate students’motivation and enhance their learning outcomes.