本教學研究嘗試將「課內翻轉」學習模式導入國小STEM專題式課程中，其主要目的是為了應用有限的時間，提升學生的學習效率，以騰出時間進行探究式學習與同儕互評活動，進而增進學生的自主思考、批判性思考及創意實踐的能力。本研究透過課堂觀察、工作紀錄與實作作品的學習成效分析，結果發現，以「學生為學習中心」及「電腦輔助教材」所進行的課內翻轉，不僅提升了低成就學生學習動機，也讓教師有更多時間走近學生，依據學生個別的困難給予差異化的輔導與協助，著實有效提升了學生的學習效率。此外，在學習過程中，學生透過探究式學習與同儕互評的過程，藉由教師的教學設計與鷹架引導，從生活環境中發掘問題，並運用所學解決問題，以達到提升創意實踐的目的。

In this paper, an in-class flipped learning approach is proposed to help the elementary students effectively comprehend the basic learning content, such that they are capable of more time for conducting inquiry-based learning activities and peer assessment. Teacher hoped to use these strategies to enhance students’ ability of independent thinking, critical thinking, and creative practice. Learner-centered learning concept is important for designing the in-class flipped learning STEM course. Therefore, teacher planned to use computer-assisted learning strategy to guide students to practical practice and become a learning promoter. Data were collected from classroom observations, log, and works. The qualitative data analyses indicated that low achievement students improve their learning motivation, moreover teacher can provide different assistance to the students who need help. An in-class flipped learning approach has indeed improved the students’ learning efficiency. In addition, we had more time to conduct inquiry-based learning activities and peer assessment. During the inquiry, students need find problems through observing the real-world context and apply what they have learned to solve problems and complete their creative practice.