CAJ | 학술논문

本研究在高校课程教学中进行了翻转课堂的行动研究,研究分三个阶段,即需求分析与计划阶段、行动实施与调整阶段、评价与反思阶段。研究通过前期的需求分析,结合翻转课堂的特征对课程计划进行设计和实施。在描述了＂组织行为学＂课程的背景和过程后,本研究以双因素理论为框架,对此次翻转课堂的满意因素和不满意因素进行调研,从而为课程的持续改进和优化提供指导。研究采用开放式问卷,共收集了109个思想单元,并将其归纳为18类满意因素和13类不满意因素,然后对这些因素进行内容分析和深度解释。翻转课堂需要教师对个性化辅导投入更多的时间和精力,并关注学生的自我价值感。
본연구재고교과정교학중진행료번전과당적행동연구,연구분삼개계단,즉수구분석여계화계단、행동실시여조정계단、평개여반사계단。연구통과전기적수구분석,결합번전과당적특정대과정계화진행설계화실시。재묘술료＂조직행위학＂과정적배경화과정후,본연구이쌍인소이론위광가,대차차번전과당적만의인소화불만의인소진행조연,종이위과정적지속개진화우화제공지도。연구채용개방식문권,공수집료109개사상단원,병장기귀납위18류만의인소화13류불만의인소,연후대저사인소진행내용분석화심도해석。번전과당수요교사대개성화보도투입경다적시간화정력,병관주학생적자아개치감。
This action research investigates the effects of a “flipped classroom” pedagogy in higher education. The process has three main stages：the stage of needs analysis and planning, the stage of the implementation and adjustment, and the stage of evaluation and reflection. Through the needs analysis, and combining the flipped classroom pedagogy, the course of “Organizational Behavior” is designed and implemented accordingly. Using the two-factor theory as the theoretical framework, the satisfying and dissatisfying factors in this flipped classroom practice is outlined and described in detail. We used an open-ended questionnaire survey to collect data, analyzed a total of 109 units of thought, classified the satisfying data into 18 categories and dissatisfying data into 13categories,and conducted a content analysis and in-depth interpretation of these categories. Then we classify all categories into four groups. The instructional model group and learning support group show both in satisfying and dissatisfying categories;the instructor group shows only in satisfying categories;and the adaptive responsiveness shows only in dissatisfying categories. The instructor group is the subject of practice and the most important input for the flipped classroom. On one hand, the flipped classroom requires students to have higher self-learning and self-monitoring abilities. Students in the learning process need to more regularly and actively participate in learning and to be more responsible for their own learning. The learning result also varies greatly with the differences inself-learning abilities. On the other hand, the flipped classroom presents two major challenges to the teacher. The first challenge is that the teacher has to pay more time and efforts on individualized coach and support to accomplish the teaching task, and the teacher,s responsibility occupies the core position in the whole course. The second challenge is that the teacher will need to expand the depth and breadth of his or her own knowledge base, as sometimes the students will propose some very difficult issues. Based on data collection and analysis, the author holds that the intervention to improve the quality of the flipped classroom should be aligned at individual level, group level, process level and organizational level. On the whole, flipped classroom is not an energy saving model. It requires the teacher to spend more time on personalized guidance and support, and to pay more attention to building students, self-worth.