翻轉教室vs.IB國際文憑課程

Flipped Classroom vs. International Baccalaureate

本文討論兩個新型的教育概念，其一為「翻轉教室」，概念起源於2007年，是一種新的教課方式，主張「在家看影帶，課堂上在教師指導下做作業」，目標是把學習主權還給學生，顛覆了傳統教師講課、學生聽的學校上課模式。其二為「國際文憑課程」，始於1968年，提供3至19歲學生在學校的國際通行課程依據，強調跨學科的教學設計，強調學生自我管理、技能訓練取向，並著重學習過程。國際文憑課程提供幼教教導到高中學校的教學範疇以及內容綱領，目前已有許多國家將之逐漸納入教育體制，並且獲得國際高評價和世界知名大學的認證。
「翻轉教室」是教學方式的變革，「國際文憑課程」是學習範疇的國際共識，兩者都是正在世界各國快速發展且被接受的教育概念，正好也都具備「學習無國界」、「學習跨國界」的共通性，值得探討。本文目的在鼓吹體制內採納這兩個教育概念和實踐，尤其臺灣目前教育改革正著力於消弭城鄉差異和推動國際化，期待能藉著體制內採行二者得以解決。此外，本文也對教育國際化的目標提出中小學公立學校施行雙語教育的訴求。

Two innovative concepts are discussed in this paper: “flipped classroom” is a new instructional approach “watching video lectures at home and doing exercises (homework) in class under supervision”. It intentionally reverses the traditional class model “teacher lecture, students listening’ into a learner-centered teaching model.
IB programmes (IB), launched in 1968, designed for students aged 3 to 19, aims at creating a transdisciplinary curriculum. IB’s objective is to carrying out self-managed learning through “skill-oriented” and “process-focused” teaching. It provides students with continuity of learning around the world within schools and is an internationally recognized and worldwide rapidly accepted curriculum framework.
Though the former is an innovative teaching model, the latter is a curriculum design. These two rapidly spreading pedagogical approaches share common characteristics, which are reaching across countries and disregarding national boundaries. They could possibly reduce many bottle necks and provide feasible solutions while Taiwan is currently dealing with the problem of how to lessen the unequal allocation of educational resources within urban vs. rural areas as well as perform educational internationalization as two main-stream values.
This paper sets its focus on the advantages of integration IB along with adopting a “flipped classroom” strategy into the public school system. Besides, this article aims at promoting a bilingual education setting in the state schools of Taiwan.