The effectiveness of using "flipped Learning" to improve classical Chinese reading comprehension ability of Hong Kong secondary four students = 運用「翻轉教學」的理念以提升香港中四學生文言文閱讀能力的成效

Abstract

This study aims to investigate the effectiveness of using “Flipped Learning” to improve Classical Chinese reading ability of Hong Kong Secondary Four students. It is expected to find out a teaching model that not only enhance students' ability of reading Classical Chinese, but also improve their learning behavior and motivation. Eventually, it can provide an alternative to the “traditional model” of Classical Chinese teaching so that teachers can choose which teaching model is more suitable for them to use in order to obtain better teaching results. This study mainly uses the method of quasi-experimental research to evaluate the effectiveness of the experimental course by comparing the pre and post-test scores of the target group (n=83) and the comparison group (n=61). Moreover, to further understand the influence of the experimental course on improving the behavior and motivation of students for Classical Chinese reading, and to understand the students' views on the experimental course, the researcher also conducted a survey to the target group students before and after the experiment; and selected 4 students of different genders and abilities for interviews. The results of this study show that the performance of the students who use the “flipped model” to learn Classical Chinese is similar to the students who learn with the traditional model in terms of the total scores and the scores of different levels of reading ability. Even though the results between these two groups did not show a significant difference statistically, both of these two models have positive impacts on improving students' reading ability in Classical Chinese. In addition, it is worth noting that in terms of the reading ability at the “Reader Level”, students who use the "flipped model" to learn Classical Chinese show a greater improvement than those who learn with the "traditional model". For students' reading behavior and psychological change, compared with the “traditional model” of Classical Chinese teaching, the “flipped model” can further enhance students' engagement in the lesson of Classical Chinese and increase their intrinsic motivation to read Classical Chinese as well. On the other hand, students generally affirmed and appreciated the overall design of the “flipped model”. In conclusion, although the results between the target group and the comparison group did not show a significant difference in terms of statistics, based on the positive impact on the students who use the “flipped model” to learn Classical Chinese, we can regard it as an alternative to the “traditional model” in the long run. It allows teachers to choose which teaching model is more suitable for them to use in order to obtain better teaching results.

本研究旨在探討運用「翻轉教學」的理念以提升香港中四學生文言文閱讀能力的成效。通過是項研究，期望可以找到一種既能提升學生閱讀文言文的能力，同時亦能改善學生的學習行為及動機的教學模式，藉以提供多一種除傳統模式以外的選項，讓教師能就其教學所需而決定採用哪一種教學模式進行施教，以期獲得更佳的教學成效。 本研究主要運用了準實驗研究的方法，透過比對目標組(n=83) 和比較組(n=61) 學生前、後測的成績來評定實驗課程的成效。此外，為了進一步了解實驗課程對改善學生閱讀文言作品的行為及動機方面的影響，以及了解學生對實驗課程的看法，研究員亦於實驗前、後，向目標組學生各進行了一次問卷調查，並在當中抽選出4位不同性別和能力的學生進行訪談。 研究結果顯示，運用「翻轉模式」所進行之文言文教學無論在整體成績，抑或分層成績方面，其表現都和運用「傳統模式」所進行之文言文教學相若——二者最終的成績並未達統計學上顯著差異的水平，但它們對提升學生文言文的閱讀能力卻同時具有一定的成效。此外，值得注意的是，在「讀者層閱讀能力」方面，運用「翻轉模式」所進行之文言文教學，學生進步的幅度要比運用「傳統模式」教授文言文的學生要大。 至於在學生的閱讀行為及心理方面，運用「翻轉模式」所進行之文言文教學，較之於「傳統模式」的文言文教學，將更能提升學生在文言課堂中的投入程度，而學生閱讀文言文的內發動機亦有所提升，且學生亦普遍肯定及欣賞「翻轉模式」課程的整體設計。 總括而言，雖然目標組和比較組在成績上的差異暫未達到統計學上的顯著水平，但基於「翻轉模式」為學生帶來的正面影響，於長遠而言，我們可視之為「傳統模式」的一種「替換方案」，讓教師能就其教學所需而決定採用哪一種教學模式進行施教，以期獲得更佳的教學成效。