近年教育界持續推廣素養導向學習，並期望教學者在傳授知識的過程中，培養學習者自發、互動、共好三項核心素養能力；然而，唯有教師本身具備核心素養，才能在未來的教學中以身作則，運用教學策略和學習活動整合跨領域知識，引領學習者在汲取知識的過程中，逐漸成為未來社會需要的人才；因此，培育未來師資的師培課程也需要調整學習目標與教學方式。

為培養有能力啟發學生具備未來社會所需能力的教師，本研究以數位故事為翻轉教室教材，應用於師培生的教育概論課程中，引導學習者依循數位故事的脈絡，探索教育理論與當前的教育議題，藉此觀察學習者在課程前後的閱讀策略，並應用數位故事的反思提問及反思學習單，配合課堂中同儕與師生的互動討論，培養學習者的反思能力；同時，研究中也討論到不同知識經驗師培生的閱讀策略、反思表現以及翻轉教室學習準備度，並分析閱讀策略和翻轉教室學習準備度與反思表現之間的關係。實驗對象為22名師資培育生，其中依據學習者的知識經驗分為三組：無教學經驗的大學生9名、研究生8名，以及有教學經驗的研究生5名。

結果顯示，翻轉教室融入數位故事有助於提升學習者的閱讀策略，尤其是綜觀性策略；此外，在師培生中，有教學經驗的研究生在經過18週的課程之後，問題解決策略顯著地高於大學生及無教學經驗的研究生。另外，分析閱讀策略量表與反省思維量表發現，整體閱讀策略與反思顯著相關，而有教學經驗的研究生之反思顯著地高於大學生與無教學經驗的研究生。最後，三組師培生的翻轉教室學習準備度並無顯著地差異。綜上所述，教學者在翻轉教室融合數位故事的課堂中，提供明確的學習範圍、學習資源與進度，並藉由數位故事建立學習脈絡，統整課堂的學習目標，可協助師培生在經歷有組織性、連貫性的學習歷程後，依循適當的速度完成學習進度，同時建立個人的學習節奏，調整學習策略並進一步整合先備知識促進反思

In recent years, educators have emphasised core competencies. Teachers will cultivate learners' three core literacy skills, including taking the initiative, engaging the public, and seeking the common good through curriculums. To inspire students' potential for future society, teachers need to integrate cross-disciplinary learning activities. Therefore, teacher training courses also need to adjust the learning goals and teaching methods.

This study focuses on how digital storytelling integrated into a flipped classroom can impact reading strategies and reflective thinking among pre-service teachers. Learners involved were guided to explore educational theories and other topics related to their prospects for an authentic teacher career. To evaluate students' learning behaviour, learning readiness was observed in this study. The materials used in the flipped classroom were based on digital storytelling. Data were collected with a questionnaire from 22 pre-service teachers, amongst whom 9 have a bachelor's degree,5 have a master's degree with prior experience in teaching, and 8 have a master's degree without prior experience in teaching.

The results showed that digital storytelling integrated into a flipped classroom can improve learners to practice reading strategies, especially the global reading strategies. In addition, the problem-solving strategies of students with teaching experience after 18 weeks of courses are significantly higher than those of college students and graduate students with no teaching experience. In addition, the research results show that reading strategies are significantly related to the reflective sub-variables in reflective performance, and the reflective performance of graduate students with experience in classics is significantly higher than that of college students and graduate students without teaching experience. Finally, there is no significant difference between the three groups of graduate students in their flipped classroom readiness. To sum up, in the flipped classroom, the instructure provides a clear range of learning, learning resources, and progress in a classroom that integrates digital stories, and uses digital stories to establish a learning context to unify the learning goals of the classroom so that teachers and students can follow Complete the progress at an appropriate speed; therefore, it can help teachers train students to establish a personal learning rhythm after experiencing an organized and coherent learning process, adjust learning strategies and further integrate prior knowledge to promote reflection.

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