學思達翻轉教學策略應用於中文「閱讀與寫作」課程對提升閱讀動機之研究

Research on the Application of Flipped Teaching Model in Chinese ''Reading and Writing'' Courses to Improve Reading Motivation

本研究主要探討學思達翻轉教學策略應用於中文「閱讀與寫作」課程，學生學習前後之閱讀動機能否提升。教學策略：引導學生先閱讀文本，理解文意後引發自主性思考，進而同儕間討論，激盪不同的想法意見，接著抽籤讓學生敘述討論結果，再用文字將自己的心得記錄下來。學習成效資料收集：（1）量化資料：課程前後填寫「青少年閱讀動機量表」；（2）質性資料：期末填寫學習回饋單一份。研究結果顯示：（1）經由成對樣本T檢定分析後，無統計學上的顯著差異，但整體動機及效能與認知、同儕學習構面的平均數有所提升。（2）五個構面均呈現正相關，可見當效能與認知提升時，成就價值、同儕學習、好奇心、自我挑戰應都會有效提升。（3）學生能體會到教師經營翻轉教學課程的辛苦，也對教師挑選文本、設計問題的用心予以極大的肯定。（4）學生閱讀後透過小組合作學習討論而得到解答，增進團隊合作力與人際關係。（5）抽籤讓學生上臺發表心得並給予鼓勵，增加學生的學習自信心。

The purpose of this study was to investigatethe application of flipped teaching model in Chinese ''Reading and Writing'' courses to improve reading motivation. The teaching strategywas to guide students to read the text, understand context, inspiredindependent thinking, then groups discussed, formeddifferent opinions, drawedlots for students to describe the results of the discussion, writeddown theirown experience in words. Collection of learning effectiveness datas: (1)Quantitative data: fill out the ''Adolescent Reading Motivation Scale'' before and after the course;(2)Qualitative information: fill out a learning feedback form at the end of the term. The main results were as follows:(1)After paired sample T test analysis, there is no statistically significant difference, but the overall motivation and performance, cognition, and the average number of peer learning dimensions have improved. (2)All five dimensions are positively correlated,which shows that when effectiveness and cognition improve, achievement value, peer learning, curiosity, and self-challenge should all be effectively improved. (3)Students can appreciate the teachers' hard work in operating the flipped teaching courses, and they also greatly affirm the teachers' intention to select texts and design problems. (4)After reading, students get answers through group cooperative study and discussion, which enhances teamwork and interpersonal relationship. (5)Lottery allows students to express their experience and encouragement on stage to increase their self-confidence in learning.