近年來，教育部積極鼓勵大學校院強化學生的閱讀與寫作訓練，以提升學生的重點剖析、事理敘述、情境設計等能力，因此閱讀與寫作已成為各大學的重點通識課程之一，而翻轉學習即為國內教育界常使用的閱讀與寫作相關課程教學方法。本文探討如何應用探究式深度討論於翻轉學習模式，並針對運用此新模式的閱讀與寫作課程進行設計，使課程能運用探究式深度討論，增加學生分析綜整與敘述設計的能力，以提升學生的閱讀與寫作學習成效。本文運用此課程設計於某大學閱讀與寫作課程「飲食文學」單元，設計此單元的教材內容以及探究式深度討論機制，並經由實務教學、準實驗研究法的對照分析，以及學生的滿意度調查，驗證此新模式的學生學習成效及滿意度。

In recent years, called from the Ministry of Education, “reading and writing” has become a core course in the general education sectors of universities. Its characteristics are mainly to cultivate studentsʼ abilities about emphasis analysis, reason narrative, and scenario design. Further, flipped learning is commonly used for the teaching of its classes. This paper presents how to integrate an innovative inquiry-based quality talk in flipped learning and then proposes, in such a new integrated flipped learning model, a “reading and writing” class design method for enhancing studentsʼ learning effects on their “reading and writing” abilities. Then, this method is applied to the ʻfood literatureʼ unit in a “reading and writing” course at a domestic university to design its learning contents and inquiry-based quality talk activities. For verification, a quasi-experimental study on the comparative analysis and its associated questionnaires have been conducted to validate the effects and studentsʼ satisfaction of applying the new model to “reading and writing” classes.

翻轉學習；探究式深度討論；閱讀與寫作課程；課程設計；實務教學

Flipped learning; Inquiry-based quality talk; “Reading and Writing” course; Class design; Practical teaching