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題名 合作閱讀標註對於促進翻轉教學之成效影響研究
The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performance
作者 文俞捷
Wen, Yu-Chieh
貢獻者 陳志銘
Chen, Chih-Ming
文俞捷
Wen, Yu-Chieh
關鍵詞 翻轉學習
合作閱讀標註系統
自主學習
先備知識
自律能力
認知風格
Flipped classroom
Collaborative digital reading annotation system
Self-learning
Prior knowledge
Self-regulated learning
Cognitive styles
日期 2018
上傳時間 11-七月-2018 17:38:17 (UTC+8)
摘要 近幾年來翻轉學習的成效逐漸被廣泛認可，國內也興起翻轉教學熱潮，但在翻轉學習中，學習者在課前能否完成自學的前提是至關重要的，目前以影片輔助自主學習的模式若學生缺乏自律能力則學習成效不彰，教師也不易掌控學生回家自學的狀況。因此，本研究以「合作式閱讀標註系統」進行翻轉教學之創新教學，期望能將其發展為適合搭配翻轉教學的自主學習模式。
     
     本研究採用準實驗研究法，以新北市某國中七年級兩班共 59 名學生為研究對象，進行公民課程翻轉教學。其中一班31名學生被隨機分派為實驗組採用「合作閱讀標註系統輔助翻轉學習」，另一班28名學生被隨機分派到控制組採用「教學影片輔助翻轉學習」，探討使用不同學習模式在自主學習與翻轉學習成效上是否具有顯著的差異，並比較不同先備知識能力、自律能力與認知風格的學習者，其學習成效、科技接受度及學習滿意度是否具有顯著差異。
     
     研究結果發現：(1)採用「合作閱讀標註系統」輔助翻轉學習公民課程，在自主學習成效與翻轉學習成效上皆顯著優於使用教學影片輔助翻轉學習公民課程；(2) 高、低先備知識能力與高、低自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「自主學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(3) 高、低先備知識能力與高自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「翻轉學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(4)採用合作閱讀標註系統比採用教學影片輔助翻轉學習公民課程的學習者擁有更好的學習滿意度。
     
     基於本研究結果，證實採用合作閱讀標註系統輔助翻轉學習的模式能有效提升學習成效，並提出一個使用合作閱讀標註系統輔助翻轉學習之教案，與針對使用合作閱讀標註系統輔助翻轉學習的教學建議，以及未來可長時間探討學習動機與學習者的標註行為、延伸應用至其他科目單元的學習、加入小組激勵機制、觀察學習參與度等研究議題的方向。
In recent years, the effect of flipped classroom has been widely recognized. Taiwan has also raised a boom in flipped classroom. However, in flipped classroom, it is crucial for students to complete self-learning before class. If students lack self-regulated learning(SRL), the learning will not be effective, and teachers will not be able to control the situation of students returning to school. Therefore, this study uses the “Collaborative Reading Annotation System(CRAS)”to carry out the innovative teaching of flipped classroom, and hopes to develop it into an self-learning mode suitable for flipped classroom.
     
     In this study, a quasi-experimental study method was adopted, and 59 seventh-graders from two classes in a certain Junior high school in New Taipei City were selected as the research subjects. Among them, 31 students from one class were randomly assigned to the experimental group of adopting the “flipped classroom with the support of collaborative digital reading annotation system,” while 28 students from another class were randomly assigned to the control group of adopting the “flipped classroom with the support of learning video.” With different prior knowledge, self-regulated learning and cognitive styles as background variables, the influences and differences in students’ learning effectiveness, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
     
     The research findings are summarized as below.(1) Adopting the “Collaborative Digital Reading Annotation System” to assist in the flipped classroom of the civic class, which is significantly better than the use of the learning video to assist in the flipped classroom of the civic class. (2) Learners with high and low abilities of prior knowledge and high and low self-regulated learning and field dependent cognitive style present significant better self-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(3)Learners with high and low abilities of prior knowledge and high self-regulated learning and field dependent cognitive style present significant better overall-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(4)Learners who use the collaborative digital reading annotation system have better learning satisfaction than learners who use the learning video to assist in the flipped classroom with civic class.
     
     Based on the results of this study, it is confirmed that the collaborative digital reading annotation system can help improve learning performance. And put forward a teaching plan and the teaching suggestions for using the collaborative digital reading annotation system to assist the flipped classroom. In the future, we can explore the learning motivation and learner`s annotation behavior, extension of application to other subject units, participation in group incentives, and observation of learning participation.
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     英文
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班 
105913007
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105913007
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih-Mingen_US
dc.contributor.author (作者) 文俞捷zh_TW
dc.contributor.author (作者) Wen, Yu-Chiehen_US
dc.creator (作者) 文俞捷zh_TW
dc.creator (作者) Wen, Yu-Chiehen_US
dc.date (日期) 2018en_US
dc.date.accessioned 11-七月-2018 17:38:17 (UTC+8)-
dc.date.available 11-七月-2018 17:38:17 (UTC+8)-
dc.date.issued (上傳時間) 11-七月-2018 17:38:17 (UTC+8)-
dc.identifier (其他 識別碼) G0105913007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/118601-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW
dc.description (描述) 105913007zh_TW
dc.description.abstract (摘要) 近幾年來翻轉學習的成效逐漸被廣泛認可，國內也興起翻轉教學熱潮，但在翻轉學習中，學習者在課前能否完成自學的前提是至關重要的，目前以影片輔助自主學習的模式若學生缺乏自律能力則學習成效不彰，教師也不易掌控學生回家自學的狀況。因此，本研究以「合作式閱讀標註系統」進行翻轉教學之創新教學，期望能將其發展為適合搭配翻轉教學的自主學習模式。
     
     本研究採用準實驗研究法，以新北市某國中七年級兩班共 59 名學生為研究對象，進行公民課程翻轉教學。其中一班31名學生被隨機分派為實驗組採用「合作閱讀標註系統輔助翻轉學習」，另一班28名學生被隨機分派到控制組採用「教學影片輔助翻轉學習」，探討使用不同學習模式在自主學習與翻轉學習成效上是否具有顯著的差異，並比較不同先備知識能力、自律能力與認知風格的學習者，其學習成效、科技接受度及學習滿意度是否具有顯著差異。
     
     研究結果發現：(1)採用「合作閱讀標註系統」輔助翻轉學習公民課程，在自主學習成效與翻轉學習成效上皆顯著優於使用教學影片輔助翻轉學習公民課程；(2) 高、低先備知識能力與高、低自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「自主學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(3) 高、低先備知識能力與高自律能力及場地依賴型之學習者，在採用合作閱讀標註系統輔助學習公民課程的「翻轉學習成效」皆顯著優於使用教學影片輔助翻轉學習公民課程的學習者；(4)採用合作閱讀標註系統比採用教學影片輔助翻轉學習公民課程的學習者擁有更好的學習滿意度。
     
     基於本研究結果，證實採用合作閱讀標註系統輔助翻轉學習的模式能有效提升學習成效，並提出一個使用合作閱讀標註系統輔助翻轉學習之教案，與針對使用合作閱讀標註系統輔助翻轉學習的教學建議，以及未來可長時間探討學習動機與學習者的標註行為、延伸應用至其他科目單元的學習、加入小組激勵機制、觀察學習參與度等研究議題的方向。		zh_TW
dc.description.abstract (摘要) In recent years, the effect of flipped classroom has been widely recognized. Taiwan has also raised a boom in flipped classroom. However, in flipped classroom, it is crucial for students to complete self-learning before class. If students lack self-regulated learning(SRL), the learning will not be effective, and teachers will not be able to control the situation of students returning to school. Therefore, this study uses the “Collaborative Reading Annotation System(CRAS)”to carry out the innovative teaching of flipped classroom, and hopes to develop it into an self-learning mode suitable for flipped classroom.
     
     In this study, a quasi-experimental study method was adopted, and 59 seventh-graders from two classes in a certain Junior high school in New Taipei City were selected as the research subjects. Among them, 31 students from one class were randomly assigned to the experimental group of adopting the “flipped classroom with the support of collaborative digital reading annotation system,” while 28 students from another class were randomly assigned to the control group of adopting the “flipped classroom with the support of learning video.” With different prior knowledge, self-regulated learning and cognitive styles as background variables, the influences and differences in students’ learning effectiveness, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored.
     
     The research findings are summarized as below.(1) Adopting the “Collaborative Digital Reading Annotation System” to assist in the flipped classroom of the civic class, which is significantly better than the use of the learning video to assist in the flipped classroom of the civic class. (2) Learners with high and low abilities of prior knowledge and high and low self-regulated learning and field dependent cognitive style present significant better self-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(3)Learners with high and low abilities of prior knowledge and high self-regulated learning and field dependent cognitive style present significant better overall-learning effectiveness with the flipped classroom with the Support of collaborative digital reading annotation system, than those applying the support of learning video.(4)Learners who use the collaborative digital reading annotation system have better learning satisfaction than learners who use the learning video to assist in the flipped classroom with civic class.
     
     Based on the results of this study, it is confirmed that the collaborative digital reading annotation system can help improve learning performance. And put forward a teaching plan and the teaching suggestions for using the collaborative digital reading annotation system to assist the flipped classroom. In the future, we can explore the learning motivation and learner`s annotation behavior, extension of application to other subject units, participation in group incentives, and observation of learning participation.		en_US
dc.description.tableofcontents 目錄
     第一章 緒論 1
     第一節 研究背景與動機 1
     第二節 研究目的 6
     第三節 研究問題 7
     第四節 研究範圍與限制 8
     第五節 名詞解釋 9
     第二章 文獻探討 11
     第一節 翻轉學習 11
     第二節 合作閱讀標註系統輔助學習 15
     第三節 自律能力、認知風格與學習的相關影響 18
     第三章 研究設計與實施 21
     第一節 研究架構 21
     第二節 研究方法 26
     第三節 研究工具 27
     第四節 研究流程 37
     第五節 研究對象 46
     第六節 資料分析 47
     第四章 實驗結果與分析 51
     第一節 兩組學習者的自主學習成效、翻轉學習成效、 科技接受度與學習滿意度之差異分析 51
     第二節 採用不同工具對於不同先備知識能力之學習者 在自主學習成效、翻轉學習成效、科技接受度與學習滿意度之分析。 56
     第三節 採用不同工具對於不同自律能力之學習者在 自主學習成效與翻轉學習成效之分析。 60
     第四節 採用不同工具對於不同認知風格之學習者在 自主學習成效與翻轉學習成效之分析。 64
     第五節 綜合討論 68
     第五章 結論與建議 77
     第一節 結論 77
     第二節 教學實施建議 79
     第三節 未來研究方向 81
     參考文獻 83
     附錄 90
     附錄一、課堂討論學習單 90
     附錄二、合作閱讀標註文本 91
     附錄三、公民知識測驗 97
     附錄四、翻轉學習成效測驗 100
     附錄五、自律能力量表 103
     附錄六、團體嵌圖測驗 104
     附錄七、科技接受度問卷-實驗組 111
     附錄八、科技接受度問卷-控制組 112
     附錄九、學習滿意度問卷 113		zh_TW
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105913007en_US
dc.subject (關鍵詞) 翻轉學習zh_TW
dc.subject (關鍵詞) 合作閱讀標註系統zh_TW
dc.subject (關鍵詞) 自主學習zh_TW
dc.subject (關鍵詞) 先備知識zh_TW
dc.subject (關鍵詞) 自律能力zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) Flipped classroomen_US
dc.subject (關鍵詞) Collaborative digital reading annotation systemen_US
dc.subject (關鍵詞) Self-learningen_US
dc.subject (關鍵詞) Prior knowledgeen_US
dc.subject (關鍵詞) Self-regulated learningen_US
dc.subject (關鍵詞) Cognitive stylesen_US
dc.title (題名) 合作閱讀標註對於促進翻轉教學之成效影響研究zh_TW
dc.title (題名) The Effects of Flipped Classroom with the Support of Collaborative Digital Reading Annotation System on Learning Performanceen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 中文
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dc.identifier.doi (DOI) 10.6814/THE.NCCU.ELIS.005.2018.A01-