在香港K-12教室推行翻转课堂教师在教学范式转向下的关注.PDF

Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education. 在香港 K-12 教室推行翻轉課堂：教師在教學範式轉向下的關注 Implementing Flipped Classroom in K-12 Classroom in Hong Kong: Teachers’ Concerns under the Shift of Educational Paradigm 1* 2 張展瑋 ，莊紹勇 1, 2 香港中文大學 資訊科技教育促進中心，香港 2 香港中文大學 課程與教學學系，香港 * kelvincheung@.hk 【摘要】本文旨在探討在香港教學情境下，教師希望推行翻轉課堂背後的原因；他們心中理想翻轉課堂的實踐 模樣以及他們迄今仍未能成功推行的原因。過往文獻指出翻轉課堂較傳統課堂能發揮出較佳的教學效果，伴隨 著香港特別行政區教育局推行第四個資訊科技教育策略，翻轉課堂的推行引起了教師之間的討論。是次研究對 象為希望推行翻轉課堂卻未能成功推行的教師。研究結果補充過往文獻未有提及推行翻轉課堂的困難，包括香 港教育內「績效主義」對教師的影響以及學校內欠缺一個有力的教師專業群體。 【關鍵字】翻轉課堂；自主學習；電子教學；轉變動機；教師關注 Abstract: Literature has documented the potential benefits of the flipped classroom (FC) approach. The subjects of this study were the teachers who wanted to try to “flip” their classroom but had yet to be able to do so. We aimed to gain more understanding about the rationales behind their motivations, the ideal forms of the FC approach in their minds, and the implementation unfeasibility upon their teaching contexts. We found that their driving forces of implementing the FC approach do align with the potential benefits underscored in the literature. Nevertheless, they perceived that there are several difficulties impeding them to introduce this initiative into their schools, such as “performance-oriented culture” and lack of teacher professional communities for facilitating this educational paradigm shift. Ke