一般研究機構或個人
MOST-107-2410-H-656-008-SSS
十二年國教翻轉教育新趨勢:校長翻轉領導、教師翻轉教學與學生翻轉學習之探究
The Flipped Education of 12-year Compulsory Education: A Study on Principal Flipped leadership, Teacher Flipped Instruction, And Student Flipped Learning
科技部
Ministry of Science and Technology
國家教育研究院
National Academy for Educational Research
簡瑋成
WEICHENG CHIEN
教育制度及政策研究中心
Research Center for Educational System and Policy
簡瑋成
副研究員
0988432651
magi52042@gmail.com
計畫執行期間起:2018-08-01
計畫執行期間迄:2019-07-31
2019-03-01
2020-06-30
全國教師
1
003
01,03
翻轉領導;翻轉教育
flipped leadership;flipped education
十二年國民基本教育強調以學習為中心的核心教育理念,著重學生多元學習模式,以厚實其核心素養能力,這將依賴教師創新教學與校長領導之革興,以實踐翻轉教育之精神。校長如何透過其翻轉領導,引導校內翻轉教學之興盛,讓教師能合宜的善用翻轉教學,提高學生的學習動機,養成其自主學習之習性,促成翻轉學習之產生,讓學生成為自己學習的主人。然而,國內過往在翻轉教育的研究上多著重於教師面向的探討,著重於少數師生的實踐成果分享,針對中小學教師普遍性的翻轉現況調查研究並沒有,探討不同教學科目或者中小學對翻轉教學的合宜應用性研究更是闕如,本研究即在彌補此一重大研究缺口。在翻轉教育的過程中,校長應該扮演好哪些角色地位?而現今實際情況又如何?這也是需要深入研究與值得關注之處。從校長應落實哪些翻轉領導行為、教師應有哪些翻轉教學作為,最終達以幫助學生達成翻轉學習之教育理想。這樣從校長、教師到學生一連動的翻轉教育關係生成,更是相當具有研究價值之重要議題,此亦為本研究之一大特色。根據本研究成果,將可瞭解翻轉教育在十二年國教的落實情況,同時亦可成為從事創新教學領導與改革之重要參考依據,研究重要性與貢獻性不言而喻。
The 12-year Compulsory Education emphasizes learning-centered education, and focuses on diversified learning for students, in order to enrich their core literacy, which would be more dependent on the reform of teacher innovative instruction and principal leadership to practice the spirit of flipped education. Through flipped leadership, principals would guide the flourishing of teacher flipped instruction in schools so that teachers can make good use of flipped instruction to improve students’ motivation to learn, cultivate their habits of active learning, facilitate their flipped learning, and enable them to become masters of their own learning. However, in the past, these domestic studies of flipped education focused more on the teacher-oriented or the sharing of the results of practical cases. There is no survey on the current situation of teacher flipped instruction in primary and secondary schools, and it is still missing to study the application of flipped instruction in different subjects and the applicability in primary and secondary schools. This study is to make up for this major research gap. In the process of flipped education, principals should play what role? What is the actual situation now? It also deserves an in-depth research and some concerns. What is the principal flipped leadership? What is the teacher flipped instruction? Finally, they would help students display flipped learning. Such a relationship of flipped education from principal to teacher and teacher to student is even more of an important research topic. This is also one of the major features of this study. According to the results of this study, we will be able to understand the implementation of flipped education in the 12-year Compulsory Education, and at the same time it may become an important reference for the reform of innovation instruction and leadership. It goes without saying that the importance and contribution of this study are significant.
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