查詢結果分析
相關文獻
- Exploring the Effects of Knowledge Forum on Efl College Students' Writing
- 從學習過程看知識的傳遞--Dewey和Knowles的觀點
- 科技博物館展示體驗的基本分析架構
- Creating the Process of Human Resource Knowledge Transfer to Continue Educational Training Toward Taiwan and U.S.A. Distance Learning
- 博物館體驗的基本分析架構
- 國中教師期望與知識傳遞之研究
- 透過知識創新教學理念與學習平臺以培養國小學生自然課合作學習與翻新想法的習慣
- Dynamic Guanxi as Entrepreneurial Prerequisite: Knowledge Transfer in Chinese High-tech Firms
- 從社會史與文化史談知識傳遞與發展
- 解剖學知識傳授與實作的初步觀察:以1900~1980年代的臺灣醫學教育現場為分析對象
頁籤選單縮合
題名 | Exploring the Effects of Knowledge Forum on Efl College Students' Writing=探討知識論壇對大學生英文寫作的影響 |
---|---|
作者姓名(中文) | 彭登龍; | 書刊名 | 科技學刊. 人文社會類 |
卷期 | 21:2 2012.08[民101.08] |
頁次 | 頁125-138 |
分類號 | 525.38051 |
關鍵詞 | 知識建立教育理念; 以英文為外文; 知識建立科技; 知識論壇; 知識傳遞; Knowledge-building pedagogy; EFL; Knowledge-building technology; Knowledge forum; Knowledge telling; |
語文 | 英文(English) |
中文摘要 | 許多的研究曾顯示,在不同主題的教學方面,電腦科技與知識建立教育理念之間存在有正面的相關性。然而,很少有研究報導整合電腦科技與知識建立教育理念對於一般以英文為外文教學的效果,特別是以英文為外文的寫作影響方面。因此,本研究的目的在於探究以英文為外文的學生們使用知識建立科技知識論壇 ®對他們英文寫作的影響。研究的對象為中台灣一所科技大學應用外語系英文寫作課的大一學生共 28人,其中 4位男性,24位女性。在為期一個學期的研究中,研究者介紹了二個研究設計,探討線上知識建立環境中,學生使用知識建立科技的態度,以改善其英文寫作。研究者在研究結束時,收集了三種資料: 1. 態度問卷調查; 2. 前、後測論說文;與 3. 以想法為中心的知識屬性資料。研究結果顯示,在使用知識建立科技以改善寫作品質方面,學生們均能有正面的態度與興趣。此外,學生們的寫作品質有改進。最後之結論,此研究有助於將傳統知識傳遞的教室文化轉變為知識建立的社區文化。 |
英文摘要 | A number of studies have manifested the positive relationship between computer technology and knowledge-building pedagogy for instruction in different subject matters. However, few studies have reported on the effects of integrating computer technology and knowledge-building pedagogy into English as a foreign language (EFL) teaching in general, and EFL writing in particular. Therefore, the purpose of this research was to explore the effects of computer technology using a knowledge-building approach, Knowledge Forum®, on EFL college students’ writing performance. The participants in this research were twenty-eight first-year university students of the Department of Applied Foreign Languages of a university of technology in central Taiwan. Among the 28 students, 4 were male and 24 female. Two interventions were introduced to the participants, over one-semester period, to probe into the effects of EFL students’ attitudes in using knowledge-building technology to improve their writing in this online knowledge-building environment. Three kinds of data were collected at the end of this research: 1. attitude questionnaire; 2. pre-/post-test essays; and 3. idea-centered knowledge attribute. The results suggested that there was a general trend of students' increased positive attitudes towards and interest in using knowledge-building technology to improve their writing, and that their essay writing quality improved as a result. It was concluded that this research was effective in shifting the classroom environment from a traditional knowledge-telling mode toward a knowledge-building community culture. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。