近年來，在學校教育中，引導學生對學習內容以及周遭事物進行高層次思考已成為一種重要的教學目標。然而，傳統的講授課程多半是老師直接將知識傳遞給學生，鮮少有機會讓學生對學習到的知識進行應用；亦少有機會讓學生在同儕或者老師的輔佐下進行高層次的思考。翻轉教室的理念解決了上述的問題，該學習模式的核心概念是將課堂的講授時間與課外的知識演練時間交換，讓學生在課堂中有更多的機會在教師的指導下進行應用與演練，並與同儕、教師進行互動。然而，在導入翻轉教室的過程，若欠缺鷹架的輔助，學生在課前的自學狀況可能不佳。換句話說，在缺乏教師的協助之下，學生如何運用的自律能力，將是實施翻轉教室學習的一大挑戰。
因此，本研究開發結合自律機制之翻轉教室學習系統，以加強學生課堂外的學習品質，讓學生有能力將知識帶到課堂中，與同儕、教師進行深度的討論與解決問題。為探討該學習系統之成效，本研究採用準實驗設計，並應用於國小數學學習活動。實驗組的學生採用結合自律機制之翻轉教室學習模式進行學習，控制組學生進行一般翻轉教室之學習模式。研究結果發現，結合自律機制之翻轉教室學習模式能顯著提升學生之學習成效、自我效能以及自律能力表現。除此之外，由學生的自律表現資料，本研究發現，學生在學習過程中，會去參考過去的學習成果來進行下階段目標的設定。

Engaging students in higher order thinking has been recognized as an important educational objective in school settings; however, in traditional instruction, teachers mainly focus on transferring knowledge to students, and hence students seldom have chances to apply knowledge or engage in higher order thinking activities with assistance from teachers or peers. A flipped classroom offers an opportunity to cope with this problem by switching the in-class instructional time and out-of-class practicing to enable more practice and interactions in the class. However, one of the critical difficulties of applying flipped classrooms is that most students may not be able to learn actively out of class; that is, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves.
In this dissertation, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions, problem solving or creative thinking. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school math course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The experimental results indicated that the self-regulated flipped classroom approach significantly improved the students’ learning achievement, self-efficacy and self-regulated performance. In addition, the self-evaluation data analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance.

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