應用體驗學習、專題式學習及翻轉教室於大學地方本位課程的教學實踐研究

A Teaching Practice Study of the University Placed-based Course Which Applies Experiential learning, Project-based learning and Flipped classroom

大學地方本位課程面臨學生學習成效難以深化、學生對於地方的連結感不強及學習興趣有待提升的挑戰。本研究以研究者教授的蘭陽采風通識課程為例（N = 22），創新課程設計以回應上述的挑戰。課程內容涵蓋感官知覺、政治、社會及生態四個面向，介紹宜蘭的人文歷史地理族群文化產業藝術等主題，教學策略則包括體驗學習、跨域共授、翻轉教室及專題式學習法。本研究秉持行動研究法的精神，強調教學問題解決的立即性。研究工具包括地方感量表、蘭陽采風課程學習成效問卷、教學反應問卷等。此外以主題分析法分析學生的學習心得、焦點團體訪談、期中期末教學回饋的質性資料。研究結果顯示，學生的地方感量表前後測總分數t考驗達統計的顯著性，地方熟悉感、地方歸屬感、地方認同感、地方依賴感等四個分量表的分數亦然；學生的各個主題的地方知識前後測t考驗達統計的顯著性；學生的學習興趣、認真程度及課外學習投入時間量皆高於研究者前面二個開課學期。另外，本研究發現促進學習成效最有效教學策略是體驗學習、次為翻轉教室、跨域共授及專題式學習。綜合言之，本研究的課程設計能夠提升學生對於宜蘭的地方知識、地方感、學習興趣及學習投入。本研究對於上述結果提出討論及未來教學和研究的建議。

Many universities in Taiwan have placed-based courses to strengthen students’bond to the place where the school is located. The research designed a general education course named Introduction to Yilan to enhance students’bond to place, interest and learning outcome. The study followed the procedure of action research and used the questionnaires of sense of place, learning outcome and teaching response as the research tools. Multiple qualitative data were also analyzed. The statistical results showed that students’sense of place, interest and engagement in the course and subject knowledge were significantly increased. Besides, students reported that out-campus experiential learning, project-based learning, flipped classroom and cross-disciplinary teachers helped them to learn. In conclusion, the course design seems to be successful in responding to the teaching challenges. Finally the researchers propose their reflections on teaching and future study.