本研究旨在探討翻轉教室教學法對國中八年級學生英語學習態度語學習表現的影
響。本研究以準實驗研究、問卷調查方式進行，研究對象為新竹縣希望國中八年級學生，翻轉教室教學組學生31位、傳統講述輔以課後影片複習組學生27位、單純傳統講述組學生30位，合計共88位。以統計套裝軟體 SPSS for Windows 18.0版進行資料的統計與分析。
依據資料分析之結果，本研究結論如下：
一、翻轉教室教學組學生的英語學習表現在後測上有顯著進步。
二、翻轉教室教學組學生的英語學習態度在後測上有顯著進步。
三、翻轉教室教學組學生對於實施翻轉教室進行學習活動有正向態度，且認為此教 學法能增進其學習成效。
四、翻轉教室教學組學生的英語學習表現顯著高於傳統講述輔以課後影片複習組學
生。
五、翻轉教室教學組學生的英語學習表現顯著高於單純傳統講述式教學組學生。
六、翻轉教室教學組學生的英語學習態度顯著高於傳統講述輔以課後影片複習組學
生。
七、翻轉教室教學組學生的英語學習態度顯著高於單純傳統講述式教學組學生。

This research aims to investigate the effects of Flipped Classroom on eighth-grade students’ English learning performance and learning attitude. A quasi-experimental design was adopted with 3 classes of eighty-eight eighth-grade junior high school students in Hsinchu County, incliuding an experimental group A for thirty-one students,teaching with Flipped Classroom; an experimental group B for twenty-seven students, teaching with lecturing and reviewing video; and a control group for thirty students, teaching with lecturing. Besides, this study also discusses students’ receptivity to Flipped Classroom. The results are described as below:

1. The experimental group A students’ English learning performance progressed
significantly after Flipped Classroom.
2. The experimental group A students’ English learning attitude progressed significantly
after Flipped Classroom.
3. Most experimental students have positive satification and thoughts towards Flipped
Classroom.
4. The experimental group A students’ English learning performance progressed
significantly higher than the experimental group B students’.
5. The experimental group A students’ English learning performance progressed
significantly higher than the control group students’.
6. The experimental group A students’ English learning attitude progressed significantly
higher than the experimental group B students’.
7. The experimental group A students’ English learning attitude progressed significantly
higher than the control group students’.

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