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題名 | 結合問題導向學習的翻轉教學之設計:以國小數學教學為例=A Design of Flipped Instruction Combined with Problem-based Learning: An Example of Mathematics Teaching in Elementary School |
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作 者 | 陳國泰; | 書刊名 | 教育研究月刊 |
卷期 | 261 2016.01[民105.01] |
頁次 | 頁18-31 |
分類號 | 521.429 |
關鍵詞 | 問題導向學習; 數學教學; 翻轉教學; Problem-based learning; Mathematics teaching; Flipped instruction; |
語文 | 中文(Chinese) |
中文摘要 | 基於「翻轉教學」和「問題導向學習」的理念與作法可以相輔相成,本文乃試圖將二者的理念及作法相結合,使其成為一種「結合問題導向學習的翻轉教學」,並以國小數學領域之教學為例進行示範說明,以做為教師進行(數學)翻轉教學之參考。本文所提出之教學模式如下:一、課前:教師於線上提出待解決的真實性問題;學生透過線上教材自學。二、課中:小組成員討論與剖析真實性問題;小組成員蒐集及分享相關資訊;小組成員產生可能的解決方案;小組成員提出問題的報告;教師統整與補充相關學習內容;作業練習與討論。三、課後:課後延伸學習與交流;小組成員學習評估與省思。 |
英文摘要 | Due to that the methods and ideas of “Flipped Instruction” and “Problem-Based Learning (PBL)” are complementary to each other, the researcher tries to combine the methods and ideas of both to become one kind of “Flipped Instruction Combined with Problem- Based Learning” and demonstrates a case of mathematics teaching in elementary school that teachers can refer to when they implement flipped instruction. The research proposes the teaching model as follows: 1. First Stage (before class): (1) Teacher online proposes unsolved authentic problems; (2) Students study on their own through online materials. 2. Second Stage (during class): (1) Students in each group discuss and analyze authentic problems; (2) Students in each group collect and share relevant information; (3) Students in each group fi gure out possible solutions; (4) Students in each group propose the report regarding problems; (5) Teacher integrate and add relevant learning contents; (6) Teacher Assign practice and discussion. 3. Third Stage (after class): (1) Students can do further extension learning and exchange information after class; (2) Learning evaluation and reflection from students. |
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