The effectiveness of appyling flipped classroom in teaching classical texts in DSE level = 翻轉教室對香港高中文言文教學的成效

Abstract

To cope with the fast-changing world in the 21st century, learning and teaching with information technology (IT) has become a trend in the past decades. In Hong Kong, promotions of learning and teaching with IT have started since the late 1990s. In recent years, Flipped Classroom – a new mode of learning – arouses educators’ attention. Countless studies and researches have been taken place. The 1st Hong Kong International Conference on Flipped Learning was held in 2017, which encouraged Hong Kong teachers to introduce this new mode of learning in their own classrooms. Flipped Classroom leaves teachers with more time to get in touch with students and monitor their learning progress. The timely feedback given to students can help to cater for their learning diversity. Students are likely to learn more proactively under greater care and attention from teachers. Simultaneously, students can share what they have learnt with one another through interactive class activities. This also echoes with the vision of Curriculum Development Council: “Learning to Learn’’. As previous studies in Flipped Classroom were mainly on Mathematics and Science subjects, this research focuses on how Flipped Classroom can be practised in the teaching of classical Chinese texts in Hong Kong secondary schools. We hope to find out if this new mode of learning could help students in their reading ability, interest in reading and self-learning ability. At the same time, we look into the problems that students of different abilities may encounter during the learning process. This research adopts a mixed research design, which consists of analysing both quantitative and qualitative data. Experimental teaching is practised in two secondary schools, both of which are co-educational schools of similar levels. Two groups of students, namely the experimental group and the traditional group, are chosen from each school. First, students were asked to complete a questionnaire in order for us to understand their perceptions on Flipped Classroom, their self-learning ability and their difficulties in learning classical Chinese texts. Second, students were asked to complete a pre-test, in which their reading ability was assessed. The experimental groups then learnt a new passage under the mode of Flipped Classroom, while the traditional groups learnt the same text as usual. After the experimental teaching, the experimental groups were asked to complete another questionnaire on their views towards the lessons. Besides, 12 students were invited for an interview, in which the thinking aloud method was adopted to assess their confidence, interest and ability in reading classical Chinese texts. Lastly, four teachers who participated in the experimental teaching were interviewed. In conclusion, this research aims at putting theories into practice, especially in the new field of teaching Chinese classical texts. We hope to give a practical perspective supported by theory on the effectiveness of practising Flipped Classroom. Teachers can also have a chance to experience this new mode of learning and teaching. Last but not least, by evaluating the limitations and constraints, this research suggests directions for future studies in other relevant aspects.

現今資訊科技發展一日千里，對學校教育亦帶來巨大的衝撃，一改傳統的教學方法，讓學習邁向全球社會。因應瞬息萬變的社會變遷，全人發展、終身學習也就成為今天香港教育的願景。為使學生成為具世界視野的終身學習者，教育局銳意推行電子學習，於1998年開始先後三次提出資訊科技教育策略，讓教師運用不同的電子資源促進互動學習，開展了資訊科技融入學與教的漫長改革。香港的翻轉教室就在這個背景漸漸萌芽，且成為一項重要的策略，2017年，香港更舉行了第一屆香港國際翻轉教育研討會，印證了翻轉教室在香港的可行性。教師可因應學生的需要，調適教材，擴展學生的學習時間，增加課堂的互動性，幫助學生學會學習。因此翻轉教室對培養學生自主學習能力是有實在意義的。 針對翻轉教室一直以數理學科的研究為主的問題，本研究以文言文閱讀結合翻轉教室的教學模式，從學生閱讀能力、閱讀態度、自主學習能力三方面，探討翻轉教室在高中文言文教學的成效，以翻轉教室的理論為基礎，深入了解翻轉教室怎樣在文言文課程中推行，進而了解不同能力程度的學生利用翻轉教室學習文言文過程中碰到的困難，以考量解決的方法。 本研究採用混合研究的方法，以量化研究和質化研究合流的方式作研究。研究計劃以香港兩所程度相若的全日制男女中學學生為研究對象，施行實驗教學，逐步發展和試驗新的翻轉教室模式。每一所受試學校均會按學生的能力及學校的建議建立兩個互相比較的組別，一為實驗組，另一為控制組。 首先，研究以問卷調查的形式了解學生對翻轉教室的認識，以及讓學生評估自己的自學能力，同時了解他們對文言文的觀感，為日後的研究提供基礎。實驗組及控制組學生分別安排前測，測試學生的文言文閱讀能力，以便與後測數據作量化研究，檢視實驗前後的變化。實驗組學生以翻轉教室的模式進行文言文閱讀教學，以探究翻轉教室對香港高中文言文教學的成效。而控制組則不會安排實驗教學。 待實驗教學完成後，本研究將以問卷調查瞭解學生對實驗課的觀感，另外亦從實驗組中選取高、中、低能力共十二名學生進行訪談，並以放聲思考法了解受試者閱讀時的認知過程，以檢視學生在閱讀文言文信心、興趣以及語文能力方面的改變。最後，訪問兩所受試學校參與研究的四位教師，以深入瞭解教師實踐翻轉教室後，在心態和教學法上的改變。 總結而言，本研究嘗試將翻轉教室的理論套用在香港中國語文的文言文教學上，對促進學生自主學習、提升閱讀興趣、肯定翻轉教室在香港的實踐均有重要意義。一方面，透過將翻轉教室的理論應用在香港真實的教學層面上，讓香港的教師更瞭解翻轉教室的具體推行方式，為在香港引入翻轉教室提供初步的支持；另一方面，檢討推行翻轉教室期間遇到的困難，為改善未來有關翻轉教室的研究提供相應的方向。