本研究之目的乃探討將翻轉教室的教學模式應用在國小教育學程的普通數學課程對學生學習數學有哪些效益，並探討在此教學過程中會面臨哪些困境及尋求解決方法。本研究採用行動研究方式，以18位修讀國小教育學程的普通數學課程之師資培育生為研究對象，進行一學期的教學活動，用以蒐集研究資料的研究工具，包括：學習歷程檔案、學習回饋單、省思札記等。研究結果發現：一、實踐翻轉教室的教學模式之最大困境為：教師必須花費相當多的時間錄製教學影片；二、翻轉教室的教學模式對學生學習普通數學具有良好的效益，包含：（一）有助於個別化的適性學習與自主學習；（二）能幫助學生克服解題困境，提升解題效率與解題能力，建立解題自信心；（三）能提升學生的學習興趣，促進學生對數學學習的省思。

This study aimed to explore the effectiveness and difficulties of applying the flipped classroom to the common mathematics course of the primary teacher education program, and seek the solutions to the problems during the teaching process. It was an action research comprised of one semester teaching activities. The subjects were 18 primary teacher education students who took the common mathematics course of the primary teacher education program. The data resources included learning journals, learning feedback sheets, and reflection journals. The findings were: 1. The major difficulty of implementing the flipped classroom was that teachers had to spend plenty of time making video lectures. 2. The flipped classroom teaching model was beneficial for students in the following ways: (1) It helped individualized adaptive learning and self-regulated learning. (2) It could effectively help students to overcome the difficulties, enhance their efficiency and ability, and build up their confidence in terms of problem-solving. (3) It could increase students’ learning interest and encourage them to reflect on their learning methods.