近年來，翻轉教室模式逐漸受到重視，其強調學生可以在課前透過教師錄製的講授影片記憶與理解知識，並在課中活動中進行學習活動。基於翻轉教室的背景，Bergmann與Sams認為，一個好的翻轉學習模式應有效地運用課堂時間，進行同儕與師生互動，以及高層次思考活動。也有研究指出，若缺乏學習策略的引導，學生在課前的學習及課堂活動中的表現往往不如預期，更不易有高層次的思考的表現。為了解決這個問題，本研究提出結合雙層次擬題引導策略之翻轉學習模式，引導學生在課前透過選項方式瞭解擬題的概念並在課中演練擬題活動。為瞭解此教學模式之成效，本研究建立一個翻轉學習系統，並將這個模式應用於國小自然科學習活動中。參與實驗的對象為國小五年級的兩個班級，共56名學生；其中一個班為實驗組，一個班為控制組。實驗組學生使用雙層次擬題引導策略之翻轉學習模式，控制組學生使用一般翻轉學習模式。本研究結果證實，結合雙層次擬題引導策略的翻轉學習活動，比傳統翻轉教室的教學方法，在學生的自然科學習成效、自我效能及深層科學學習方法上具有顯著差異，而未來建議可進行更長時間之研究，分析學生之批判思考能力是否具有顯著差異。

Flipped learning teaching has gradually received great attention in recent years. It not only switches the time of in-class lecture and out-of-class learning, but increases the efficiency within a limited in-class time so that students’ higher thinking ability and the interaction among teachers and peers could be enhanced. However, studies also pointed that if students learn without learning strategies, it would be difficult to stimulate students’ higher order thinking in learning from the context and activities. Therefore, this study proposed a two-stage problem posing-based flipped learning approach, which consists of the option-guidance stage in out-of-class learning to foster students’ concept of problem posing, and the practicing stage to guide students to pose problems in the class. To investigate the performance of the proposed method, a flipped learning system was developed and a quasi-experimental design was adopted by assigning two class of students to an experimental group and a control group. The former learned with the two-stage problem posing-based flipped learning approach, while the latter learned with the conventional flipped classroom approach. The experimental results of the study confirmed that the two-stage problem posing-based flipped learning approach could enhance students’ learning performance and higher order thinking, such as self-efficacy, and deeper approaches to learning science. It is suggested that the students’ deeper thinking abilities, such as critical thinking, can be explore in future long-term research.

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