本研究旨在以行動研究方式，運用翻轉教學模式於幼兒學習評量課程中，以解決研究者在教學上所面臨之大學生課程參與和學習動機與成效的問題，同時，從教學實踐行動中，反思翻轉教學模式的運用，以及探討翻轉教學模式對學生課程參與和學習成效的影響。研究者運用之翻轉教學模式，包括課前預習、課中討論、課外專題和課後省思等四項策略，並以研究者於2020年所開設之「幼兒學習評量」課程之43位修課學生為對象，透過行動研究之動態循環歷程，從中反思和調整教學行動。研究結果發現，以翻轉教學模式之教學實踐，能有效因應和解決研究者在大學教學上所面臨的問題，透過教學行動的反思與調整，能有效促進學生在幼兒學習評量課程中的參與和學習。同時，研究亦發現，經由翻轉教學模式的實踐，能促進學生對幼兒學習評量課程內容的理解和學習，亦能有效促進學生培養自主學習和問題解決的能力。 Adopting an action research approach, this study intended to employ the flipped-teaching model in the educational assessment of young children course to deal with the problems faced by the researcher regarding undergraduate students’ course participation, learning motivation and effectiveness. During the teaching practice, both the implementation of flipped-teaching model and its effects on student participation and learning outcomes were reflected on. The flipped-teaching model employed in this study was comprised of four sections, including pre-course preparation, classroom discussion, off-course seminar and the following reflection. The participants were 43 students in the educational assessment of young children course taught by the researcher in 2020. The results of the study found that the teaching practice of the flipped teaching model can effectively respond to and solve the problems faced by researchers in university teaching. Through reflection and adjustment of teaching actions, it can effectively promote students' participation and learning in the educational assessment of young children course. At the same time, the study also found that through the practice of flipped teaching mode, it can promote students' understanding and learning of the educational assessment of young children course, and can also effectively promote students' ability to develop autonomous learning and problem-solving.
