| Summary: | 碩士 === 國立高雄師範大學 === 華語文教學研究所 === 105 === This study aims to find out learner perceptions of using flipped classrooms in business Chinese class, and by observing actual condition in flipped classrooms to establish teaching strategies, which are suitable for flipped classrooms.
This study is an action research. In order to slove the problems when teaching in the business Chinese class which researcher was teaching. The participants of this research are Foreign Employees in high-tech Company. Before this action research starting, researcher created vocabulary videos based on Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2005) and send out a pr-research questionnaire to collect learner’s perceptions. Next, researcher created vocabulary videos and ask learner to watch it before class. On class, student centered activies are arranged to observe learner’s reactions. After observing and analyzing, researcher self-evaluated the class, and modified the teaching strategies. The sources of data for this action research included teaching journal, the feedback of interviewing, the results of questionnaire, and the learner’s in class evaluation.
The conclusions of the study are as follows: 1. Learners had positive attitude of flipped classrooms, but need more time to develop the habit of self-learning. 2. Need more company policy to support academic motivation. 3. Flipped classrooms teaching methodpedagogics will succeed or not is influence deeply by learners’ socioeconomic status.4. Digital capability of learner is a key point of video watching probability. Researcher had suggestions on creating videos and arranges class activites: 1. Follow multimedia principle and signal principle (Mayer, 2005) when design videos and improve the interactivity of videos. 2. Teaching materials must especially design for learners by a small unit and must link to their daily life. 3. Watch the video with learners or let them watch it together for first few times. 4. Make video easy to download. 5. Oral training need to practice from short sentence to long paragraph and cut long paragraph into short part when practicing. 6. Bulid the Scaffolding before activities and divide same learner nationality into one group.
Finally researcher proposed thoughts and concrete suggestions for teaching and learning of flipped classrooms.
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