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題名 | 電腦看圖故事寫作對國小二年級學童寫作成效及寫作態度影響之研究=The Effects of Computer Story Weaver Program on Second-Grade Students' Writing Skills and Attitudes |
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作者 | 連淑鈴; 崔夢萍; | 書刊名 | 初等教育學刊 |
卷期 | 15 2003.08[民92.08] |
頁次 | 頁47-81 |
分類號 | 523.313 |
關鍵詞 | 看圖故事寫作; 電腦融入教學; 國小作文; 寫作成效; 寫作態度; Story weaver; Integration of computers into the curriculum; Children's writing; Writing skills; Writing attitudes; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在運用電腦看圖故事寫作及故事文法教學策略,探討其對學生故事寫作成效及寫作態度之影響。本研究採準實驗研究以台北市某國民小學二年級三個班級為樣本,實驗組兩班分別為電腦看圖故事寫作組以及紙筆看圖故事寫作組,控制組為傳統寫作組。以共變數分析 (ANCOVA) 考驗三組學生在「寫作分析評分表」、「故事文法評分表」與「寫作態度量表」上之差異。研究結果發現: (一)寫作成技方面:1.電腦看圖故事寫作組在三項的寫作分析評分項目以及總分之表現顯著優於控制組,亦在四項故事文法評分表以及總分上顯著優於控制組。2.紙筆看圖故事寫作組在四項的寫作分析評分項目與總分上顯著優於控制組,亦在七項的故事文法評分表項目以及總分上顯著優於控制組學生。3.電腦看圖故事寫作組在「基本技巧」與「問題」的項目上顯著優於紙筆看圖故事寫作組。4.電腦看國故事寫作組在「結局」與「標題」的表現上顯著低於紙筆看圖故事寫作組。5.在總字數方面,紙筆看圖故事寫作組字數最多,控制組次之,電腦看圖故事寫作組最少。 (二)寫作態度方面:電腦看圖故事寫作組表現顯著優於紙筆看圖故事寫作組與傳統寫作組。 本研究根據上述研究結果對國小看圖故事寫作教學、軟體設計者以及教育行政單位提出具體建議。 |
英文摘要 | The purposes of this study were to: (1) investigate the effectiveness of computer story weaver software and story-face teaching strategies on second-grade students' writing, (2) explore the effectiveness of computer story-weaver software and story-face teaching strategies on second-grade students' attitudes toward writing, (3) develop an effective model dealing with teaching story weaver for children's writing. A pretest-posttest quasi-experimental design was planned and performed in this study. Seventy-four students in three second-grade classes were randomly assigned to experiment computer story weaver group (ECG), experiment story weaver with paper and pencil group (EPG), and control groups. The treatments for experiment groups were attended the story grammar and story-face instruction with or without computers, while the control group students were implemented in traditional writing instruction. The writing assessment scale, narrative composition scale, and writing attitudes scale were administered before and after the treatment. Results of these data were analyzed by analysis of covariance (ANCQV A). Results of this study were as follows: 1. Results of the analysis of writing assessment scale indicated that students in ECG significantly outperformed the control group in three interns and total scores of writing assessment scale. ECG group also outperformed control group on four items and total scores of the analysis of narrative composition scale. 2. Students in EPG group attained a statistically significant level compared with control group in foure items and total scores of the analysis of writing assessment scale. They also outperformed control group on seven items and total score the analysis of narrative composition scale. 3. Stduents in ECG group outperformed GPG group in basic skills and problem description of story writing. 4. Stduents in ECG group significantly lower than ECG group in story ending and headline of story writing. 5. As for the total number of words written by the students, the EPG is the first place, the control group, the second, and the ECG, the last. 6. In terms of students' attitudes toward writing, students in ECG were significantly more positive attitudes than the EPG and the control group. The conclusion was drawn based on the previous findings, recommendations for elementary school teachers, children's writing software designer, educational administration agencies, and further research were generated in this study. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。