近年來，閱讀理解已成為大學的核心通識課程之一，而翻轉式學習即為國內教育界常使用的閱讀理解相關課程教學方法。本文探討如何應用深度討論於ePUB3電子書翻轉式學習模式，並針對運用此新模式的閱讀理解課程進行設計，使課程能運用深度討論法，增加學生分析與綜整的能力，以提升學生的閱讀理解學習成效。本文運用此課程設計於某大學「閱讀教學」課程的「散文選讀」單元，並經由實務教學、準實驗研究法對照分析，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。研究結果顯示，本文所提出的閱讀理解課程設計，透過應用深度討論於ePUB3電子書翻轉式學習模式，可產出優於應用一般討論的學生閱讀理解學習成效，而學生亦相當滿意此種模式的學習。

In recent years, ‘reading comprehension’ has become one of the core general education courses in colleges. Meanwhile, flipped learning is a common way used in domestic education sectors for the teaching of these ‘reading comprehension’ courses. This paper explores how to employ quality talks in the ePUB3 eBook-based flipped learning and hence proposes a quality talk-centric ePUB3 eBook-based flipped learning ‘reading comprehension’ course design for increasing the learning effects of students' ‘reading comprehension’. Then, it applies this design to the ‘prose reading’ unit of a ‘reading teaching’ course in a local university to design its ePUB3 eBook contents and quality talk mechanisms. For assessment, a quasi-experimental study on the control analysis and its accompanied questionnaires are conduced to verify students’ learning effectiveness and satisfaction of applying quality talks to the ePUB3 eBook-based flipped learning in ‘reading comprehension’ courses. The research results show that the proposed course design, through the quality talk-centric ePUB3 eBook-based flipped learning, can produce the better learning effects of students' ‘reading comprehension’ than that through the general talk-centric one. Further, students also satisfy using this approach in their learning.

深度討論；教學實務；課程設計；閱讀理解；翻轉式學習；ePUB3電子書

quality talk; teaching practice; course design; reading comprehension; flipped learning; ePUB3 eBook