翻轉教室必須建立在 F-L-I-P 的四根大柱上，才能具有成效，即彈性的環境
（flexible environment）、 學習的文化（learning culture）、期許的內容（intentional content）、專業的教師（professional educator）(Pearson & The Flipped Learning Network，2013)。這個主張固然不錯，但前三根柱子實則操之於教師手裡；要成 功地翻轉，教師首須翻轉自己才能達成目標。翻轉教室的專業教師，要能依單元 教學特色和需求，建構彈性學習環境，指導學生運用各種學習模式，調整學習空 間和時間，就連評估學生學習也有彈性的系統；他要能由教師中心導向學生中 心，藉由師生互動，探討具意義、深度和創意的主題，導出學生共學、主動參與 知識形成過程的學習文化；他不求多、求深，期許學生學習的內容經過審慎評估，
建立在學生的既有準備度（readiness level）或近側發展區（zone of proximal development）之上，並選用適當教材和活動，讓學生感到挑戰卻不會受到挫折 (Vygotsky, 1978)。一位專業教師，要能設計課前教材、鼓勵學生預習，設計和實 施上課時的小組學習，善用與學生面對面的教學機會，不斷觀察及評估其學習情 形，提供學習協助；他也要反省及改進自己的教學設計，在教學社群中檢討及交 換經驗，虛心接納別人的建設性意見。
六、結語
本文分析了翻轉教室的意涵與發展、特點、採用理由、可能問題及因應方法，
指出翻轉教室帶來的教改希望所在，最後不免要提出各界對翻轉教室的批判，期 許未來實施翻轉教室時要更進一步進行深化的教學和學習改革。學界對翻轉教室 的批評，雖然嚴厲，但忠言逆耳，仍值得注意。有的人指出翻轉教室最常用於高 等教育，且尚未能用學生中心教學取代教師中心教學(Manjinder, 2012)。不論翻 轉教室中的差異為何，教學仍以演講為中心，是一種被動式或傳遞式的教育，假 定教師擁有知識，必須傳播給學生(Tucker, 2012)。有的人又指出，翻轉只是時間 的變動，但卻立基於相同的教導式、演講式哲學，只是一件「壞事」的較佳版本 (Ash, 2012)。再則，有人批評教學短片只是傳統閱讀作業用新科技表現出來而 己，學生從閱讀改變為聽看人頭和大綱，學生都是從專家的用語中學習(Mackice, 2012； Sadaghiani, 2012)。批評者還指出作業仍然沒變，和以往的家庭作業差不 多，只是完成的時間不同，未能充分協同合作和真實評估(Tucker, 2012)。只是科 技進步神速且產品價格愈來愈平價，翻轉教室的教學改革對傳統教師而言很容易 做，這也是為何實質效能的研究仍然有限，但翻轉教室很快流行起來的理由 (Henderson, Dancy, & Niewiadomska-Bugaj, 2012; Strayer, 2012)。
翻轉教室的改革，不只是講解和作業翻轉這麼簡單，實際上還要從教學方法 去追求改變( Hoffman, 2014)。與翻轉教室不同的是，許多教育研究者主張在資訊
時代，教學應該更根本地修正，從演講或灌輸的學習方式改正過來( Hoffman, 2014; Manjinder, 2012; Merrill,2013; Pink, 2006; Tucker, 2012)，建議的方法有學生 中心教學、合作學習、適性教學、個案教學、同儕教練、主動學習、自我學習、
建構學習、遊戲學習、學習社交網路、線上教材學習、問題本位學習、設計本位 學習和真實評估等等，都是未來值得加強的教學方法改革。
翻轉教室的運用要注意教學複雜性脈絡，學生和家長的思維和環境都很多 元，教師需要溝通翻轉教室的理念和方法，也要社會觀念和科技資源配合。教師 的教學設計應認清學習的錯綜複雜現象，發展新的學習環境，超越以演講為中心 的教學策略，兼採其它適合的教材，才可能促成真正的教學改革。翻轉教室的導 入也必須考量教師的改變。教師必須養成新的教學能力，教師要扮演多元角色，
講演者、促進者、協助者、鼓勵者，他要設計、挑戰、反省、改正自己的教學和 學生的學習。教師為了準備翻轉教學，要學習如何做，也要協同合作。獨木難撐 巨廈，學校和社會的資源一定要投入支持，教學翻轉的改變才能看到成效，諸如 觀念溝通、教材充實、數位落差、數位成癮的問題，都不是教師個人能解決的事。
不論翻轉教室如何普遍，教學不能全然由翻轉教室替代，面授/翻轉（face
／ flip ） 混 合的 教 學模 式 讓 教 師更 有 彈 性地 運 用 科 技， 也 是 一個 改 革 方 向
（Ruffini ,2014）；還要注意到，翻轉和不翻轉之間還有許多可能。翻轉教學不用 擔心教師會不會失業、學校會不會倒掉，因為教師不是內容的分配器、學校不是 影片租賃公司，這是實施翻轉教室時應有的基本認識。
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