筆者於111學年在「中級日語讀本與文法(一)(二)」課程中導入翻轉教學、PBL(問題導向學習)及教中學教學法，希望能提升學生的學習專注力與學習成效。本研究聚焦在學生針對傳統教學與此三種以學習者為中心的創新教學的喜惡理由的開放式回答內容，並進一步分析在中級日語文法課程中導入這三種教學法的優缺點及可能的改進策略。

透過問卷調查分析結果顯示，本教學實踐確實可以提升學生學習專注力與學習成效，且學生對於本課程所實施之三種教學法的喜愛度皆高於傳統教學法。喜歡此三種創新教學法更勝於傳統教學的理由中，共通的理由為「加深理解與印象」；而喜歡傳統教學更勝於創新教學的理由中，共通的理由則為「遇到問題無法即時解決」(翻轉教學)、「直接聽老師講解，印象較深刻，較令人安心」(PBL)、「老師授課較清楚」(教中學)，這些都可以歸因為學生們對教師教學的依賴度相對較高，對於學習習慣上的改變接受度不高等學習心態層面的原因所致。整體而言，本教學實踐反映出學習者為中心的教學法能有效增進學生的專注力與學習效果，但仍需考量學生對創新教學法接受度的個別差異，採取更彈性的輔助措施，才能讓這些創新教學法發揮更佳的成效。

In the 111th academic year, the researcher introduced Flipped Teaching, Problem-Based Learning (PBL), and Learning by Teaching methods into ""Intermediate Japanese Reading and Grammar (I)(II)"" courses. The aim was to enhance students’ learning concentration and learning effectiveness. This study reports on the outcomes of these innovative teaching practices based on a questionnaire survey conducted after implementing the courses. It focuses on students’ open-ended responses regarding their preferences for traditional teaching versus the three Learner-Centered methods, exploring the advantages and disadvantages of each and considering any possible improvements that might be made.

The survey analysis confirmed that the three specific teaching methods improved students’ learning concentration and learning effectiveness. The majority of students favored these innovative approaches over traditional ones. The main reason cited for this preference was that students felt they developed a ""deeper understanding and impression"" of the subject matter. On the other hand, the common reasons for preferring traditional teaching over innovative methods was that students were ""unable to solve problems immediately"" (Flipped Teaching), also that ""directly listening to the teacher’s explanation, leaves a stronger impression and feels more reassuring""