翻转教室应用于复利数学教学.PDFVIP

翻轉教室應用於複利數學教學 楊菁菁 逢甲大學應用數學系副教授 yangcc@.tw 摘要 因應網路世代的學生進入大學校園，引入翻轉教室教學於複利數學為本研究 嘗試的方法。複利數學所需先備知識要求雖相對低，但其實務應用對應用數學系 學生屬極不熟悉領域。以影片預習、課堂分組討論形式教學，有助於學生連結數 學公式與實際問題。 教學影片製作應用數位教材設計理念，課程先分大單元，再細分多個小單 元，每個小單元對應數個教學影片，每個教學影片僅闡述一個觀念，並可以元件 概念靈活組合。以試題反應理論 (Item Response Theory的) 測驗等化 (Test Equating) 連結兩學年學生，本研究發現翻轉教室的學生能力，在期中及期末考試分散度皆 較高，翻轉教室學生期中考及格率較低，但期末考則相反，兩種教學法學生能力 期望值差異並不顯著。學生回饋問卷顯示，以翻轉教室教學，學生認為收獲高、 較需集中注意力、認同小組討論的助力。 此次教學現場的改變，拉回學生上課注意力，同時學生對課程的認同度、自 我學習成效評量都相當高。 關鍵詞：翻轉教室、數位教材設計、試題反應理論、測驗等化 19 Applying Flipped Classroom in Compound Interest Class Ching-Ching Yang Assistant Professor, Department of Applied Mathematics, FCU yangcc@.tw Abstract Nowadays college students grow up with internet, to innovate the traditional way of teaching, the study implemented flipped classroom into Compound Interest class. Although the prerequisite of Compound Interest was not crucial, the application in real cases were what applied mathematics students unacquainted with. Discussion in class could play a crucial part in helping students to relate mathematics equations and real cases. According to principles of e-learning materials design, class materials were reorganized according to topics, and divided into sub-topics. Online teaching short videos were made for each sub-topic and each video was related to only one key concept. Also, these videos could be combined according to class needs. Students’ abilities of academy year 102 and 103 were modeled by Test Equating method of Item Response Theory. The study found stud