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題 名 | 寫作教學介入實驗效果之後設分析=A Meta-analysis of Effects of Writing Intervention Experimental Studies |
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作 者 | 陳瑋婷; 蕭金土; | 書刊名 | 教育研究學報 |
卷 期 | 46:1 2012.04[民101.04] |
頁 次 | 頁21-41 |
分類號 | 802.7 |
關鍵詞 | 後設分析; 寫作; 實驗研究; Experimental studies; Meta-analysis; Writing; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以後設分析探究台灣地區近十年以國中小學生為研究對象的43篇寫作教學實驗研究之教學介入成效。在隨機效果模式計算下發現寫作教學介入的加權平均介入效果為.73(k=86),表示具有正向的中至大效果。從各種介入類型來看,「傳統寫作教學」(g=.49)、「歷程取向認知策略教學」(g=1.19)與「社會互動取向教學」(g=.94)等介入方式均能有效提升國中小學生的寫作表現。通過同質性考驗則發現介入類型變項對於介入成效具有調節作用、教育階段變項的調節效果仍有待探討,研究設計變項的調節效果則不明顯。 |
英文摘要 | The purpose of the study was to explore the writing intervention effects among elementary school and junior high school students through the use of meta-analyses. Sixty studies since 2001 to 2009 were identified to meet criteria for inclusion. For the random-effects model, the weighted mean effect size was .73, a significant positive median to large effect. Furthermore, the product-oriented writing approach (g=.49), process-oriented cognitive writing approach (g=1.19) and social interactive writing approach (g=.94) were found to be effective writing instructions. As homogeneity tests were rejected, indicating there were significant variations among effect sizes. Though intervention type variable was a moderator, the moderating effects of school level variable couldn't be confirmed and the moderating effects of experimental design type variable were non-signigicant. |
本系統中英文摘要資訊取自各篇刊載內容。