| Summary: | 碩士 === 國立臺中教育大學 === 區域與社會發展學系碩士班 === 104 === Abstract
The purpose of this study is to investigate elementary school teachers’ cognition and execution condition of Flipped classroom in the Taichung coastal area. Questionnaire method and semi structured interviews were adopted in this study. A study tool “Questionnaire for investigating elementary school teachers’ cognition and execution condition of Flipped classroom in the Taichung coastal area” prepared by researcher. The questionnaire was conducted for 350 official teachers of elementary school in the Taichung coast area, 96% of questionnaire were returned. 333 copies were collected in effectiveness, in which 99.1% were useful.
The collected data were analyzed by using Descriptive statistic, Independent-Sample t-Test, and One-Way ANOVA. Further, the data from semi-structured interviews have been interpreted, complied and filed in order to understand whether teachers have deeply executed Flipped classroom or not.
The results were summarized as follows:
1. The elementary school teachers’ cognition and execution condition of Flipped classroom in the Taichung coastal area were at middle-high level.
2. There were significant differences in the elementary school teachers’ cognition and execution condition of Flipped classroom in the Taichung coastal area from different gender, teaching years, and the scale of school.
3. 61 % of elementary school teachers in the Taichung coastal area have the experiences of executing Flipped classroom, but 39 % of the teachers did not execute it. In general, 85.6％ elementary school teachers in the Taichung coastal area are willing to execute Flipped classroom in the future.
Finally, the suggestions are proposed according to the literature review and the conclusion of this study for teachers, schools, educational administration authorities, and future research for reference.
Key words: Flipped classroom, elementary school
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