閱讀理解能力是學習各學科的必備能力，也是在國文課程中最具有挑戰性的學習目標之一。傳統以教師授課為主的學習模式中，學生比較少有機會進行閱讀的演練，更不易獲得來自教師及同儕的回饋。翻轉教室強調學生可以在課前透過教師錄製的影片學習以記憶與理解為主的知識，因而在課堂活動中可以有更多演練、同儕與師生互動，以及高層次思考活動的機會。學者更一步指出，在翻轉教室的課堂活動中，若加入適當的學習策略式工具，有利於提昇學習成效。
一般的閱讀理解教學過程，是以摘要為主要的學習策略，幫助學生判斷與歸納文章的大意；然而對於多數學生而言，摘要仍然是一個較為抽象的概念。在眾多的學習工具中，概念構圖被認為是能有效幫助學生掌握文章主要概念、次要概念及文章架構的視覺化工具。因此，本研究將提出整合概念構圖與摘要策略的翻轉學習模式。
本研究對象為台北市某國小五年級兩個班級，共45名學生，採用準實驗設計，實驗組採用「結合概念構圖與摘要策略之翻轉學習模式」，另一班為控制組，採用「一般摘要策略之翻轉學習模式」。研究分析以spss軟體進行分析，以驗證相關研究假設；此外，也進行訪談實驗組與控制組各6名學生，以便對實驗成效加以補充解釋與檢驗。
由實驗結果發現，結合概念構圖與摘要策略之翻轉學習模式，可以提昇學生的摘要能力。同時也發現，使用結合概念構圖與摘要策略之翻轉學習模式的學生，外在動機、內在動機和閱讀效能、自我效能、摘要能力、閱讀能力呈現正相關；而使用一般摘要策略的翻轉學習的學生，外在動機、內在動機與認知負荷則為負相關。由此可知，在概念構圖策略的協助下，對於動機較高的學生，會有較好的自我效能及學習成就；另一方面，沒有概念構圖的輔助，學習動機與學習成就沒有直接關係，但是摘要策略仍然對於降低高動機學生的認知負荷有幫助。

The ability of Reading comprehension is one of the necessarily skills for learning different subjects, and especially it’s a very challenging learning objectives in Chinese curriculum. In traditional teacher-based lecturing, students are less likely to have opportunity to practice reading exercises and receive feedback from teachers and peers. The flipped classroom emphasizes that students are able to memorize and understand the knowledge through video made by professions prior class. Therefore, there can be more rooms for practices, interactions and communications in class, and upper-level thinking opportunities. Moreover, there may scholar point outs, mixing some strategic learning tools is effectiveness for learning result in flipped classroom.
The process of general reading comprehension is the main learning strategy for helping student to determine and summarize articles. However, for most students, a summary is still quite an abstract concept. In many learning tools, the concept of composition is considered to be effective in helping students master the article the main concepts, secondary concepts and article structure of visual tools. Therefore, this study will propose a concept mapping-based summarization strategy into Flipped Learning model.
The study subjects was 45 primary school students with fifth grade in two classes in Taipei. The experimental group was designed using " Concept Mapping-based Summarization Strategy into Flipped Learning ". The control group was designed using " Summarization Strategy into Flipped Learning ". The analysis was conducted with the spss software to verify the hypothesis. In addition, six students in both experimental and control groups were interviewed in order to supplement the experimental results.

According to the experiment, " Concept Mapping-based Summarization Strategy into Flipped Learning " is able to improve students’s summarizing ability. Moreover, the experimental group expresses positive correlations for students’ external motivations, internal motivations, reading efficiencies, self-efficacy, summarizing and reading abilities. It's negative correlation in external motivation, internal motivation and recognition burdens for summarization strategy into flipped learning. In addition, there shows no direct relationship between concept mapping-based strategy and learning motivations and achievements, but summarization strategy still helps for reducing students’ recognition burdens with high motivations.

一、中文部分
余民寧（2001）。教育測驗與評量: 成就測驗與教學評量。台北，心理。
余民寧、陳嘉成（1996）。概念構圖：另一種評量方法。國立政治大學學報，73。
吳裕聖、曾玉村（2011）。鷹架式概念構圖教學策略對學童生物文章的閱讀表徵與情意之影響。教育心理學報，43(1)，1-23。
林清山、程炳林（1996）。國中生自我調整學習因素與學習表現之關係暨自我調整的閱讀理解教學策略效果之研究。教育心理學報 (28)，15-57。
柯華葳、幸曼玲、陸怡琮、辜玉旻（2010）。閱讀理解策略教學手冊。台北市：教育部。
陳欣希、劉振中、連瑞琦、許育健、林冬菊、吳燕燕（2011）。閱讀理解—
文章與試題範例。 台北市: 教育部。
教育部（2011）。國民中小學九年一貫課程綱要：國語文：語文學習領域。台北市：教育部。
陸怡琮（2011）。摘要策略教學對提升國小五年級學童摘要能力與閱讀理解的成效. 教育科學研究期刊，56（3），91-118。
黃郁婷（2010）。運用互動電子白板與小組合作學習策略輔助國小四年級摘寫國語課文大意之成效研究。師資培育與教師專業發展期刊，3(2)，17-48。
張碧容、鄒慧英（2005）。國小四年級學童閱讀摘要實作表現及自我評量之研究，南大學報，39(1)，149-174。
劉怡甫（2013）。翻轉課堂—落實學生為中心與提升就業力的教改良方，評鑑雙月刊，41，31-34。
二、英文部分
Ahmed, M. A. E. A. S. (2016). The Effect of a Flipping Classroom on Writing Skill in English as a Foreign Language and Students’ Attitude Towards Flipping. US-China Foreign Language, 98.
Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., &
Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A
revision of Bloom's Taxonomy of Educational Objectives. Anderson LW and
Krathwohl DR. New York: Addison Wesley Longmann.
Baker, J. W. (2000). The “Classroom Flip”: using web course management tools to
become the guide by the side. Florida : Jacksonville.
Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and instruction, 2(2), 131-156.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Berrett, D. (2012). How “flipping” the classroom can improve the traditional lecture. The Chronicle of Higher Education, 58(25), 16-18.
Block, C. C., Parris, S. R., Reed, K. L., Whiteley, C. S., & Cleveland, M. D. (2009). Instructional approaches that significantly increase reading comprehension. Journal of Educational Psychology, 101(2), 262.
Boyle, J. R., & Weishaar, M. (1997). The effects of expert-generated versus student-generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research & Practice, 12(4), 228-235.
Bromley, K. D. A., Irwin-DeVitis, L., & Modlo, M. (1995). Graphic organizers: Visual strategies for active learning. Scholastic Professional Books.
Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of verbal learning and verbal behavior, 22(1), 1-14.
Carter, G., & Berenson, S. B. (1996). Authentic assessment: vehicle for reform. Issue in Science Education, 96-106.
Chall, J. S., & Jacobs, V. A. (2003). The classic study on poor children’s fourth-grade slump. American educator, 27(1), 14-15.
Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5-23.
Duke, N. K., & Pearson, P. D. (2008). Effective practices for developing reading comprehension. The Journal of Education, 189(1/2), 107-122.
Garner, R. (1985). Text summarization deficiencies among older students: Awareness or production ability? American Educational Research Journal, 22(4), 549-560.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.
Hall, R. H., Dansereau, D. F., & Skaggs, L. P. (1992). Knowledge maps and the presentation of related information domains. The Journal of Experimental Education, 61(1), 5-18.
Hare, V. C., & Borchardt, K. M. (1984). Direct instruction of summarization skills. Reading Research Quarterly, 62-78.
Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers & Education, 69, 121-130.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402-413.
Jitendra, A. K., Hoppes, M. K., & Xin, Y. P. (2000). Enhancing Main Idea Comprehension for Students with Learning Problems The Role of a Summarization Strategy and Self-Monitoring Instruction. The Journal of Special Education, 34(3), 127-139.
Khan, S. (2012). The one world schoolhouse: Education reimagined. Twelve.
Kintsch, W., & Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological review, 85(5), 363-394.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
Liu, P. L., Chen, C. J., & Chang, Y. J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436-445.
Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1998). Epilogue: meaningful learning, knowledge restructuring and conceptual change: on ways of teaching science for understanding. Teaching Science for Understanding, 327-350.
Nelson, J. R., Smith, D. J., & Dodd, J. M. (1992). The effects of teaching a summary skills strategy to students identified as learning disabled on their comprehension of science text. Education and Treatment of Children, 228-243.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge, London:
Cambridge University Press.
Oliver, K. (2009). An investigation of concept mapping to improve the reading comprehension of science texts. Journal of Science Education and Technology, 18(5), 402-414.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8(3), 293-316.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire. The Regents of the University of Michigan.
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching.
New York: The Guilford Press.
Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In: Proceedings from 28th annual conference on distance teaching and learning, WI : Madison..
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Tucker, B. (2012). The flipped classroom. Education next, 12(1).
Wainwright, S. (2011). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Journal of Physical Therapy Education, 25(1), 73.
Weisberg, R., & Balajthy, E. (1990). Development of disabled readers’metacomprehension ability through summarization training using expository text: results of three studies. Journal of Reading, Writing, and Learning Disabilities International, 6(2), 117-136.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420.
Williams, J. P. (1988). Identifying main ideas: A basic aspect of reading comprehension. Topics in Language Disorders, 8(3), 1-13.