期刊專區/ Periodical Section

數位時代「翻轉教室」的意義與批判性議題

The Signif icance and Critical Issues in the ‘Flipped Classroom’ in the Digital Age

所屬期刊：	第10卷第2期 「課程與教學」 主編：國立臺灣師範大學科技應用與人力資源發展學系教授 李隆盛
系統編號：	vol037_05
主題：	課程與教學
出版年份：	2014
作者：	蔡瑞君
作者(英文)：	Jui-Chun Tsai
論文名稱：	數位時代「翻轉教室」的意義與批判性議題
論文名稱(英文)：	The Signif icance and Critical Issues in the ‘Flipped Classroom’ in the Digital Age
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別：
論文頁數：	24
中文關鍵字：	翻轉教室;批判教育學;賦權增能教室;數位時代課程與教學
英文關鍵字：	Flipped Classroom;critical pedagogy;Empowering Classroom;curriculum and instruction in the digital age
服務單位：	銘傳大學教育研究所助理教授
稿件字數：	17523
作者專長：	課程與教學、教育社會學、多元文化教育
投稿日期：	2014/5/23
論文下載：
摘要(中文)：	數位時代「翻轉教室」概念的出現，凸顯學校教育正隨著數位時代的來臨而產生轉變。然而，在「翻轉教室」蔚為一股學習的風潮之際，其中所可能隱含的批判性議題卻甚少受到關注。本文先探討「翻轉教室」出現的意義，其次探究「翻轉教室」何以可作為實踐批判教育學「賦權增能教室」的契機，最後則省思「翻轉教室」推動過程中所潛藏的批判性議題。研究發現，「翻轉教室」的出現雖具有劃時代的意義，但仍有著教師進行數位課程轉化的挑戰、落入強化追求標準化教育目標的可能、忽略影響個體學習成效因素之複雜性、以及教育與商業過度緊密結合的潛在危機等問題待釐清與克服。研究建議，教師是否具有批判意識，才是成功翻轉傳統教育的關鍵。政府除了相關硬體設施的改善外，應提供職前與在職教師在數位時代課程與教學方面有效增能的活動。
摘要(英文)：	The emergence of the ‘Flipped Classroom’ signifies how school education is transformed under the digital age. Although the concept of the ‘Flipped Classroom’ is flourishing, people seldom reflect on the critical issues it poses. In this article, the author first discusses the significance of the ‘Flipped Classroom’. Second, the author investigates how the ‘Flipped Classroom’ could be a turning point for implementing the ideal ‘Empowering Classroom’ that is proposed in critical pedagogy. Finally, the author reflects on the critical issues in the implementation of the ‘Flipped Classroom’. The research findings indicate that the emergence of ‘Flipped Classroom’ is epoch-making. However, there are still four critical issues that remain to be clarified and solved, such as the challenges of transforming curriculum into digital form, the possibilities of strengthening the value of standardized education goals, the neglects of the complexities of students’ learning, and the dangers of tight relationship between education and business. The author suggests that teachers’ critical consciousness is the key to transform traditional education. In addition to the hardware improvement, the government should provide both pre-service and in-service teachers with workshops that empower them to respond to the changes of curriculum and instruction in the digital age.
參考文獻：	公益平台文化基金會（2014年3月）。「均等、一流」的學習革命—均一教育平台。取自http://www.thealliance.org.tw/cover_show.php?cover_id=52 王曉玟（2013年11月）。借鏡美國科技翻轉教育：用科技翻轉貧窮。天下雜誌2013年教育特刊，116-119。 史書華（2013年7月）。「免費線上課程」衝擊大學教育？取自http://m.cw.com.tw/news/article.action?id=5050741&idRssItem=1469226 吳怡靜（2013年10月）。大學教育競賽 美國落敗了嗎？取自http://www.cw.com.tw/article/article.action?id=5052925&page=3 吳清山（2014）。翻轉課堂。教育研究月刊，238，135-136。 李岳霞（2013年4月）。4撇步，成功翻轉教室。取自http://www.parenting.com.tw/article/article.action?id=5048638 周楷蓁（2013）。翻轉教室結合行動學習之教學成效（未出版之碩士論文）。國立臺中教育大學，臺中市。 張?文（2013年12月）。無效研習，如何促進有效教學？親子天下，52。取自http://www.parenting.com.tw/article/article.action?id=5054264&page=1 教育部（2012）。中華民國師資培育白皮書。取自http://www.edu.tw/userfiles/url/20130115115257/%E4%B8%AD%E8%8F%AF%E6%B0%91%E5%9C%8B%E5%B8%AB%E8%B3%87%E5%9F%B9%E8%82%B2%E7%99%BD%E7%9A%AE%E6%9B%B8.pdf 教育部（2013）。迎接數位化學習時代—教育部規劃全面性的數位學習推動計畫。取自http://www.edu.tw/news1/detail.aspx?Node=1088&Page=18104&Index=&WID=3ee9c9ee-f44e-44f0-a431-c300341d9f77 陳伯璋（1999）。九年一貫新課程綱要修訂的背景與內涵。教育研究資訊，7（1），1-13。 歐用生（1998）。當前教育改革的檢討。載於歐用生、楊慧文（主編），新世紀的課程改革—兩岸觀點（頁79-103）。臺北市：五南。 蔡清田（2001）。教師如何進行教育行動研究：「教師即研究者」的理想與實踐。國教之友，52（3），3-18。 蔡瑞君（2013）。數位時代下師資培育制度發展的挑戰。教育人力與專業發展，30（4），37-46。 賴景昌、林國仕。（2004）。知識經濟。科學發展，377，58-63。 鍾昌宏（2013）。教育，沒有標準答案。載於王亦穹譯，可汗學院的教育奇蹟（原作者：S. Khan）（頁20-22）。臺北市：圓神。 饒見維（1999）。九年一貫課程與教師專業發展之配套實施策略。載於中華民國教材研究發展學會（主編），九年一貫課程研討會論文集—邁向課程新紀元（頁305-323）。臺北市：中華民國教材研究發展學會。 Apple, M. W. (1979). Ideology and curriculum. London, England: Routledge and Kegan Paul. Apple, M. W. (1982). Education and power. Boston, MA: Routledge & Kegan Paul. Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. New York, NY: Routledge. Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York, NY: Routledge. Apple, M. W. (2007). Education, markets, and an audit culture. International Journal of Educational Policies, 1(1), 4-19. Apple, M. W., & Jungck, S. (1998). “You don’t have to be a teacher to teach this unit”.: Teaching, technology, and control in the classroom. In H. Bromley & M. W. Apple (Eds.), Education/ technology/ power: Education computing as a social practice (pp.133-156). New York, NY: State University of New York. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, WA: International Society for Technology in Education. Bernstein, B. (1971). On the classification and framing of educational knowledge. In Michael F. D. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp.47-69). London, England: Collier-Macmillan. Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York, NY: Greenwood. Bromley, H. (1998). Introduction: Data-driven democracy? Social assessment of education computing. In H. Bromley & M. W. Apple (Eds.), Education/technology/power: Educational computing as a social practice (pp.1-28). New York, NY: State University of New York. Cook, K., & Quigley, C. (2013). Connecting to our community: Utilizing photovoice as a pedagogical tool to connect college students to science. International Journal of Environmental and Science Education, 8(2), 339-357. Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. Doll, W. E. (1993). A post-modern perspective on curriculum. New York, NY: Teachers College Press. Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (ed.), Handbook of research on curriculum (pp.486-516). New York, NY: Macmillan. EDUCAUSE Learning Initiative. (2012). 7 things you should know about flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/ELI7081.pdf Ellsworth, E. (1992). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp.90-119). New York, NY: Routledge. Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. Finkel, E. (2012). Flipping the script in K12. District Administration, 48(10), 28-34. Freire, P. (1990). Pedagogy of the oppressed ( 2nd ed.) New York, NY: Continuum. Giroux, H. A. (1990). Curriculum theory, textual authority, and the role of teachers as public intellectuals. Journal of Curriculum and Supervision, 5(4), 363-383. Giroux, H. A. (1992). Border crossings. New York, NY: Routledge. Gojak, L. (2012, October). To f lip or not to f lip: That is not the question! National Council of Teachers of Mathematics. Retrieved from http://www.nctm.org/about/content.aspx?id=34585 Goodson, I. F. (1995). The making of curriculum: Collected essays (2nd ed.). London, England: Falmer. Greenberg, B., Medlock, L., & Stephens, D. (2011). Blend my learning: Lessons from a blended learning pilot. Oakland, CA: Envison Schools, Google, & The Stanford University D. School. Retrieved from http://blendmylearning.files.wordpress.com/2011/12/lessons-learned-from-a-blended-learning-pilot4.pdf Greene, M. (1973). Teacher as stranger: Educational philosophy for the modern age. Belmont, CA: Wadsworth. Haddix, M., & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and emancipatory acts among urban youth. Journal of Adolescent & Adult Literacy, 56(3), 189-192. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York, NY: Routledge. Kahn, R., & Kellner, D. (2007). Paulo Freire and Ivan Illich: Technology, politics and the reconstruction of education. Policy Futures in Education, 5(4), 431-448. Kanpol, B. (1999). Critical pedagogy: An introduction. Westport, CT: Bergin & Garvey. Khan, S. (2012). The one world schoolhouse: Education reimagined. New York, NY: Twelve. Kliebard, H. M. (1986). The struggle for the American curriculum 1893-1958. Boston, MA: Routledge & Kegan Paul. Lankshear, C., Peters, M., & Knobel, M. (1996). Critical pedagogy and cyberspace. In H. Giroux, C. Lankshear, P. McLaren, and M. Peters (Eds.), Counternarratives: Cultural studies and critical pedagogies in postmodern spaces (pp. 149-188). New York, NY: Routledge. Lemmer, C.A. (2013). A view from the flip side: Using the“inverted classroom”to enhance the legal information literacy of the international LLM student. Law Library Journal, 105(4), 461-491. Lichtman, G. (2013). Take aim at innovation!. Learning & Leading with Technology, 41(2), 12-17. Macedo, D. (2010). Reinserting criticity into critical pedagogy. In P. McLaren & J.L. Kincheloe (Eds.), Critical pedagogy: Where are we now? (pp.391-396). New York, NY: Peter Lang. Mangan, K. (2013). Inside the Flipped Classroom. Chronicle of Higher Education, 60(5), B18-B21. McLaren, P. (1988). On ideology and education: Critical pedagogy and the politics of education. Social Text, 19&20 (1-2), 153-185. McLaren, P. (1994). Life in schools: An introduction to critical pedagogy in the foundations of education (2nd ed.). New York, NY: Longman. Molnar, A. (2005). School commercialism: From democratic ideal to market commodity. New York, NY: Routledge. Nielsen, L. (2011, October 8). Five reasons I’m not flipping over the flipped classroom. Retrieved from http://theinnovativeeducator.blogspot.tw/2011/10/five-reasons-im-not-flipping-over.html Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a“flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 1-5. Pinar, W. F. (1999). (Ed.). Contemporary curriculum discourses: Twenty years of JCT. New York, NY: Peter Lang. Pinar, W. F. (Ed.). (1974). Heightened consciousness, cultural revolution and curriculum theory: The proceedings of the Rochester conference. Berkeley, CA: McCutchan. Pinar. W. F., & Grumet, M. R. (1981). Theory and practice and the reconceptualization of curriculum studies. In M. Lawan & L. Barton (Eds.), Rethinking curriculum studies: A radical approach (pp. 20-42). New York, NY: Halsted Press. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Public Citizen (2012). School commercialism: High costs, low revenues. Retrieved from http://www.commercialalert.org/PDFs/SchoolCommercialismReport_PC.pdf Shor, I (1992). Empowering education: Critical teaching for social change. Chicago, IL: The University of Chicago Press. Stumpenhorst, J. (2012, December 3). Not flipping for flipped. Retrieved from http://stumpteacher.blogspot.com/2012/12/not-flipping-for-flipped.html Sung, Y. K. & Apple, M. W. (2003). Democracy, technology, and curriculum: Lessons from the critical practices of Korean teachers. In M. W. Apple (Ed.), The state and the politics of knowledge (pp.177-192). New York, NY: RoutledgeFalmer. Talley, C. P., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a“flipped”STEM Course. Journal of Negro Education, 82(3), 339-347. Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for learning. Retrieved from http://educationnext.org/files/ednext_20121_BTucker.pdf Wake, D., & Modla, V. B. (2012). Using wikis with teacher candidates: Promoting collaborative practice and contextual analysis. Journal of Research on Technology in Education, 44(3), 243-265. Walter, K., Baller, S. L., & Kuntz, A. M. (2012). Two approaches for using web sharing and photography assignments to increase critical thinking in the Health Sciences. International Journal of Teaching and Learning in Higher Education, 24(3), 383-394. Williamson, B. (2013). The Future of the Curriculum: School Knowledge in the Digital Age. Cambridge, MA: MIT Press. Wilson, S.G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.