翻轉教學與問題導向學習在蘇軾茶文學課程的創造力研究

Flipped Teaching and a Problem-based Learning Model Applied to a Su Shi Tea Literature Course

本文旨在探討運用翻轉教學與問題導向學習模式，在蘇軾茶文學課程提升創造力的教學研究。研究對象選定臺灣南部某科技大學修習蘇軾茶文學通識課程的各系所學生共38人。研究場域在通識教育中心課堂中，進行為期13周的實驗教學。在翻轉教學與PBL模式下，教學策略參酌BOPPPS Model建構適用的教學模式PRDPP進行。研究工具採自編之學習成就測驗，並實施前後測；另有改編自文獻的創造力量表問卷，並輔以學習者小組創作歷程（ADDIE）分析。量化資料分析以單一樣本t考驗與成對樣本t考驗，分別檢定學習成果、學生的創意自我效能、個人創意及團隊創意支持。結果證實學習者接受「翻轉教學與PBL」教學後的「學習成就」、「創意自我效能」、「個人創意」與「團隊創意支持」等皆顯著提升。質性研究則依據學生「茶文學創意實作」做為學生創意表現之佐證。實驗教學結果支持「翻轉教學與PBL」教學策略能有效提升蘇軾茶文學通識課程的創造力，可藉以活化、開發古典茶文學的教學與研究，提供古典文學的教學優化模組，供相關課程教學與實踐研究者為後續研究參考。

This study aims to investigate the use of flipped teaching and problem-based learning (PBL) models in enhancing creativity in the course of Su Shi's tea literature. The research targeted 38 students from various departments at a technological university in southern Taiwan who were enrolled in the Su Shi tea literature general education course. The study was conducted over a period of 13 weeks in the classroom of the General Education Center. Under the flipped teaching and PBL models, instructional strategies were developed using the PRDPP framework, incorporating insights from the BOPPPS Model. Research tools included a self-compiled learning achievement test administered before and after the experiment, as well as a creativity scale questionnaire adapted from literature, supplemented with analysis of learner group creative processes using the ADDIE model. Quantitative data analysis involved single-sample t-tests and paired-sample t-tests to assess learning outcomes, students' creative self-efficacy, individual creativity, and team creativity support. The results confirmed significant improvements in learning achievement, creative self-efficacy, individual creativity, and team creativity support among students receiving flipped teaching and PBL instruction. Qualitative research relied on students' ''tea literature creative practices'' as evidence of their creative performance. The experimental teaching outcomes support the effectiveness of flipped teaching and PBL instructional strategies in enhancing creativity in Su Shi's tea literature general education courses, thereby revitalizing and developing the teaching and research of classical tea literature and providing an optimized teaching model for classical literature, serving as a reference for related course instruction and practical research.