翻轉學習的主要精神是將教師講述知識的階段移動至課前實施，以便讓教師在課中有充分的時間引導學生練習、應用知識及討論，並解決個別學生的學習困難。然而，過去研究指出，若課中階段欠缺適當的教學策略，學生的學習表現可能不如預期。學者也建議，在課堂中設計可提升高層次思考能力的活動更能發揮翻轉學習的價值。擬題是一項輔助學生進行高層次思考之教學策略；然而，對於多數的學生而言，擬題是一項困難的學習任務。過去研究發現，在擬題過程中以小組方式進行，以及提供階段性的提示輔助是很重要的；因此，本研究提出「以概念構圖為基礎之多階段擬題引導翻轉學習策略」，來協助學生完成擬題任務。為了瞭解此教學模式之成效，本研究開發一套翻轉學習系統，並應用於國小自然科學習活動中。實驗對象為國小五年級，共75名學生，分為實驗組A、實驗組B與控制組。實驗組A學生使用以概念構圖為基礎之多階段擬題引導翻轉學習策略，實驗組B學生使用多階段擬題引導翻轉學習策略，而控制組學生使用一般翻轉學習策略。本研究結果證實，以概念構圖為基礎之多階段擬題引導翻轉學習策略，比多階段擬題引導翻轉學習策略和一般翻轉學習策略，更能提升學生的自然科學習成績，尤其是高批判思考傾向的學生。

Flipped learning refers to the teaching mode that shifts in-class teachers’ lectures to the out-of-class video, and hence more time can be used to conduct learning activities and solve students’ learning problems. However, previous studies revealed that students’ learning outcome would not be as good as expected if no appropriate learning strategy is adopted in the class. Scholars also suggested that the value of flipped learning can be enhanced by designing effective in-class learning activities to improve students’ higher-order thinking skills. Problem posing has been recognized as such a learning strategy that has great potentiality in improving students’ higher-order thinking skills; however, it has been reported as a challenging task to most students. Researchers have indicated the potential of engaging students in group learning with step-by-step hints when conducting problem-posing activities. Therefore, this study proposed a multi-level concept mapping-based problem-posing strategy to assist students in completing the problem posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of a primary school. Seventy-five fifth graders from three classes were divided into a experimental group A, a experimental group B and a control group. Students in group A used multi-level concept mapping-based problem posing flipped learning strategy. Students in group B used multi-level problem posing-based flipped learning strategy, while students in the control group used conventional flipped learning strategy. The results showed that the multi-level problem posing-based flipped learning strategy was effective in improving students’ learning performance, especially for higher critical thinking tendency students .

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