本研究旨在探討影響大學生微積分學習低成就的因素，並探討將翻轉教室的教學模式應用於微積分課程對改善低成就學生的學習成效。本研究採用質性研究法，以54位來自校內14個不同院系重修微積分的學生為研究樣本，實施一學期翻轉教室的教學活動，並透過學習問卷、訪談紀錄、教學觀察、學習回饋等工具來蒐集研究資料。研究結果發現：一、影響大學生微積分學習低成就的主要因素可歸納為三類：（一）學習態度消極：學習認知不正確；（二）學習策略不當：缺乏主動解題與求助行為、學習投入不足、時間管理與學習方法不佳；（三）學習困難：自行解題有困難、聽不懂課堂上教師的講解、中小學數學基礎不足；二、微積分學習低成就的主要成因是錯誤學習認知與低效學習策略的交互作用導致學習困境；三、翻轉教室教學能幫助微積分學習低成就學生重建有效學習策略、克服學習困難、改善學習成效，具體表現包括：學習態度變得積極主動、課前會先預習、不缺課、能動手思考解題、會主動尋求協助、能理解教師的講解與教材內容、有能力自行解題等；四、翻轉教室教學透過提供教學影片、實施隨堂測驗、複習教材重點、課堂指導解題實作與重建學習策略，有效改善微積分學習低成就學生的學習成效。

This study aimed to explore the factors contributing to college students’ low achievement in calculus learning, and to examine whether the application of a flipped classroom approach could help overcome the documented learning difficulties and improve students’ learning outcomes. The subjects of this qualitative study were 54 students from 14 different university departments, who retook a calculus course. A flipped classroom approach was implemented over one semester. Data were collected through learning questionnaires, interview records, teaching observations, and student learning feedback. The findings were as follows: (1) The major factors contributing to low achievement in calculus could be categorized into three dimensions: (i) Passive learning attitudes characterized by erroneous learning beliefs; (ii) Ineffective learning strategies, including limited engagement in problem-solving, inadequate help-seeking behaviors, poor time management, and inappropriate learning methods; and (iii) Learning difficulties, such as difficulty solving problems independently, difficulty understanding classroom instruction, and insufficient mathematical foundations. (2) The primary cause of low achievement in calculus learning is learning difficulties resulting from the interaction between erroneous learning beliefs and inefficient learning strategies. (3) The flipped classroom helped students with low achievement in calculus to reconstruct effective learning strategies, overcome learning difficulties, and improve learning outcomes, as reflected in more positive learning attitudes, increased preparation before class, greater engagement in problem-solving, more active help-seeking behaviors, improved understanding of instructional content, and a greater ability to solve problems independently. (4) The flipped classroom effectively improves the learning outcomes of low-achieving students in calculus by providing instructional videos, implementing in-class quizzes, reviewing key instructional content, offering guided problem-solving practice, and reconstructing students’ learning strategies.