以翻轉教學設計提升五專護理科解剖生理學課程之學習成效,ERICDATA高等教育知識庫
高等教育出版
熱門: 崔雪娟  王美玲  李明昆  王善边  黃昱倫  黃乃熒  
高等教育出版
首頁 臺灣期刊   學校系所   學協會   民間出版   大陸/海外期刊   政府機關   學校系所   學協會   民間出版   DOI註冊服務
閱讀全文   購買本期
篇名
以翻轉教學設計提升五專護理科解剖生理學課程之學習成效
並列篇名
Using Flipped Teaching to Improve the Learning Outcome for Anatomy and Physiology Courses of Nursing Students at Junior College
作者 莊禮聰
中文摘要
本研究透過發展解剖生理學課程之翻轉教學模式,藉由比較統一命題的五次考試成績,探討對學生學習成效的改變。研究對象為北部某專科學校五專二年級護理科之學生,採準實驗時間序列研究設計,實驗組共有兩個班級112人,採用課前學生觀看教師錄製的教學影片及做筆記的翻轉教學模式,並結合課堂中以即時反饋系統進行測驗及自行擬題等策略;對照組計有三個班級168人,以傳統講授方式進行教學。研究結果發現:一、實驗組與對照組的五次評量成績,隨著時間而有顯著差異;其中,實驗組第二次和最後一次總結性評量的成績,顯著優於對照組。二、調整兩組學生在一年級的起點成績後,實驗組有較高的機率是「持續高分組」的成績表現,且有較低的機率是「逐漸低分組」。三、透過質性回饋和量化回應顯示,實驗組對於翻轉教學設計感到滿意。整體而言,以翻轉教學結合做筆記、即時反饋系統及自行擬題模式,進行解剖生理學課程,對學生學習成效具有明顯之提升。
英文摘要
In this study, a flipped-classroom model was developed for an anatomical physiology course, wherein five test scores of a unified proposition were compared to investigate differences among the learning outcomes of students. The research participants were second-year nursing students enrolled in a 5-year program at a junior college in northern Taiwan. The experimental group consisted of 112 students from 2 classes, wherein which teaching strategies such as flipped-teaching were combined with prerecorded lectures, note taking, an instant-feedback system, and self-prepared questions. A total of 168 students from three classes were assigned to the control group, which was subjected to a conventional lecture approach. The study results were as follows: (1) The five assessment scores of the students in the experimental and control groups varied according to time, with the experimental group yielding overall results (i.e., the results of two sessions) superior to those of the control group. (2) After adjusting the starting results of the two groups in their first year, more students in the experimental group were in the “continually high-scoring group” in terms of academic performance, and fewer were in the “gradually declining score group.” (3) Quality feedback and quantitative responses indicated that the students in the experimental group were satisfied with the flipped-teaching design. Overall, an anatomical physiology course that involved the integration of a flipped classroom with note taking, an instant-feedback system, and self-prepared questions resulted in significant improvements in the effectiveness of student learning.
起訖頁 001-038
關鍵詞 解剖生理學實驗教學學習成效翻轉教學anatomical physiologyexperimental teachinglearning outcomeflipped teaching
刊名 教學實踐與創新  
期數 201809 (1:2期)
出版單位 國立臺北教育大學
DOI 10.3966/261654492018090102001   複製DOI
QR Code
該期刊
下一篇
初階臨床體驗課程對醫學生專業素養及基礎醫學學習成效之影響

高等教育知識庫  閱讀計畫  教育研究月刊  新書優惠  

教師服務
合作出版
期刊徵稿
聯絡高教
高教FB
讀者服務
圖書目錄
教育期刊
訂購服務
活動訊息
數位服務
高等教育知識庫
國際資料庫收錄
投審稿系統
DOI註冊
線上購買
高點網路書店 
元照網路書店
博客來網路書店
教育資源
教育網站
國際教育網站
關於高教
高教簡介
出版授權
合作單位
知識達 知識達 知識達 知識達 知識達 知識達
版權所有‧轉載必究 Copyright2011 高等教育文化事業股份有限公司  All Rights Reserved
服務信箱:edubook@edubook.com.tw 台北市館前路 26 號 6 樓 Tel:+886-2-23885899 Fax:+886-2-23892500