查詢結果分析
相關文獻
- 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
- 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
- 不同合作學習分組之問題導向學習教學法對技職校院學生創造力之研究--以電腦輔助設計與製造課程為例
- 「合作學習」和「問題導向學習」--培養教師及學生的科學創造力
- 從實務導向的課程規劃培養高職學生的創造力
- 專家教師運用「結合問題導向學習的翻轉教學」進行數學差異化教學之成效研究
- 多元教學活動在創造力課程上的整合應用
- 翻轉教學、有效結構教學及問題導向能提升大學生統計學課程學習成效嗎?
- 翻轉創新教學融入實習生核心課程提升學習成效
- The Construction of Differentiated Instruction Model for Mathematics Teaching in Elementary School
頁籤選單縮合
| 題 名 | 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 |
|---|---|
| 作 者 | 陳金英; 袁宇熙; | 書刊名 | 人文社會科學研究. 教育類 |
| 卷 期 | 18:3 2024.09[民113.09] |
| 頁 次 | 頁1-32 |
| 專 輯 | 創新教學專刊 |
| 分類號 | 521.429 |
| 關鍵詞 | 翻轉教學; 問題導向學習; 蘇軾茶文學課程; 創造力; Flipped teaching; Problem-based learning; Su Shi classical tea literature course; Creativity; |
| 語 文 | 中文(Chinese) |
| DOI | 10.6618/HSSRP.202409_18(3).1 |
| 中文摘要 | 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。 |
| 英文摘要 | 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. |
本系統中英文摘要資訊取自各篇刊載內容。