Tseng, M., Broadstock, M., & Chen, H. (2016). An Investigation of the Design of a Four-stage Flipped Classroom in Mandarin Chinese. Journal of Technology and Chinese Language Teaching, 7(1), 15-42.
[曾妙芬, 姜满, & 陈姮良. (2016). 中文翻转教室四个阶段的设计与研究. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 7(1), 15-42.]
Abstract/摘要：
This paper aims to investigate the efficacy of a flipped classroom that was created for twenty novice learners in an intensive summer Chinese language program. The flipped classroom featured four-stage learning: watching videos, taking notes online while watching videos, responding to preview questions, and receiving instant feedback. Three-factor ANOVA, one-way ANOVA, and regression analyses were used to investigate how gender, level of Chinese, instructional topic, and note-taking affected students' learning. Learners also completed a questionnaire to elicit their reactions to the flipped classroom and feedback on the effect it had on their learning. Statistical analysis indicated that the scores differed significantly in instructional topics and that the number of notes taken significantly decreased from the beginning toward the end of the program. Additionally, a significant positive relationship was found between the number of notes taken and test scores. The results of the questionnaire at a 5-point Likert Scale showed that learners strongly recommended the four stages of flipped design despite a slight decrease in the second stage of learning through note-taking while watching videos. Limitations of the study and directions for future research are discussed at the end of the paper. 本研究旨在探讨暑期初级中文密集项目中翻转教室之有效性以及其对学习之影响。本实验设计之翻转教室分为四个学习阶段，依序为学生看教学视频，进而一边看教学视频一边在网上做笔记，再则回答理解问题，最后收到立即性反馈。本研究采用三因子变异数分析、单因子变异数分析、以及回归分析，以期探索性别，语言水平， 教学主题，网上笔记四个因素对学生学习的影响。除此之外，本研究亦针对翻转教室设计了一个问卷，以期了解学习者对翻转教室的反馈以及其对参与者学习的影响。统计分析显示，学生的学习分数在不同教学主题间有显著的差异，学生笔记次数的多寡自项目开始至终也明显递减。同时也发现，笔记次数多寡与学习分数成正相关。李克量表问卷结果显示，尽管翻转教室在第二个阶段一边看教学视频一边在网上做笔记的数值不如其它三个阶段高，大多数学习者仍然普遍支持并推荐此翻转教室四阶段的设计以及其未来在中文教学上的应用。本文最后也提出此研究的限制与未来研究方向。
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