翻轉學習結合ORID提問法應用於高中資訊科技概論課程的教學實踐

The Practice of Flipped Learning Combined with ORID Questioning in the Teaching of High School Information Technology Course

在資訊科技快速出新與國際間高度競爭的衝擊下，以教師為中心、偏重於知識傳授的傳統教學，已難因應當今真實情境中快速變動的浪潮。因此，近年來許多國家在教育改革皆大力倡導「素養」導向的養成教育，而臺灣108課綱的課程發展主軸亦著重在「素養」教育，因此筆者以資訊科技概論學科內涵為基礎，同時奠基在學生們為因應現實生活需求所需具有的知能做為考量，再對應到108年課綱中的「核心素養之三面九項」做為課程設計的主軸，提出了「翻轉學習結合ORID（Objective, Reflective, Interpretive, Decisional）提問法」的學習策略，引導學生們自主學習。從課前的觀看影片及回答ORID提問的學習單，課中進行討論、發表與實作，到課程結束後，每位學生皆要能產出個人的AR作品。教學後，證實了筆者所提出的教學策略對教學成效之具體助益有：一、翻轉學習結合ORID提問法的教學實踐，可對應到108年課綱的核心素養。二、透過ORID的提問，可培養學生的後設認知及提升身心素養。三、ORID提問法可促進學生投入學習。四、翻轉學習結合ORID提問法的學習策略，有助於提升學生的5C能力。五、線上同儕互評AR作品的學習活動，可擴增學生的學習視野及高層次思考。

Owing to the rapid development of information technology and international competition, teacher-centered instruction is not good enough to cope with the rapid changes of knowledge. Many countries have focused on “literacy” oriented education reform. In Taiwan, the development of the 108 curriculum guidelines also has the same focuses on knowledge, ability, and attitude that individuals need to adapt to the challenges nowadays. In this study, the flipped learning combined with ORID questioning method is implemented in an IT course to address this issue by taking into account the Year-108 curriculum in Taiwan. The approach aims to guide students to learn independently, from pre-class video browsing and answering the ORID questionnaire, in-class discussion, publication, and implementation. At the end of the course, it is expected that each student is able to produce a personal AR (Augmented Reality, referred to as AR) as a learning outcome of the curriculum practice. There are several findings in this study: (1) the ORID questioning-based flipped learning meets the needs of fostering students’ core literacy of Year 108 curriculum; (2) the questions of ORID cultivated students’ meta-cognition and enhanced their physical and mental literacy; (3) the ORID questioning method can promote students’ learning engagement; (4) the ORID questioning-based flipped learning help to improve students’ 5C competences; (5) the online peer assessment on the AR projects can improve students’ higher order thinking.