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

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。

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.