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頁籤選單縮合
題名 | English Text Improvement through Online Interaction with Peers=藉由線上同儕互動改善英文寫作 |
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作者 | 楊育芬; Yang, Yu-fen; |
期刊 | 科技學刊. 人文社會類 |
出版日期 | 20120800 |
卷期 | 21:2 2012.08[民101.08] |
頁次 | 頁139-154 |
分類號 | 525.38051 |
語文 | eng |
關鍵詞 | 省思週期; 協同寫作; 意義建構; 文章改寫; 歷程追蹤; Reflection cycle; Collaborative writing; Meaning construction; Text revision; Trace result; |
中文摘要 | 本研究所開發之寫作學習系統,可幫助大學生藉由線上同儕互動改善其文章品質。四十五名大學生在接受及評估同儕回饋後,重新建構他們的文章。研究結果顯示,部分學生較積極投入學習省思週期 (mental reflection cycle),藉由線上互動之功能如反思對話 (reflective dialogue)、區別引擎 (diff engine),和歷程追蹤 (trace result) 進行反思和校正。這使學生有機會修改錯誤的語法並改善文章的組織架構。學習省思週期可進一步形成心智鏈。此心智鏈開始於寫作者確認他們的寫作目標和活用所需知識 (資訊定義)、蒐集同儕的回饋 (資訊獲得)、移轉這些外部回饋至他們自己的文章 (資訊改造) 以及重新改寫文章 (新知識建構)。當學生採用同儕的建議作為鷹架以重建自己的文章以及組合新知識時,這種心智連鎖反應亦會對文章的精進產生很大的效果。那些未完全進入心智鏈學生的初稿與定稿,除語法形式不同外,他們不同版本的文章幾乎是相同的。學生積極投入學習省思週期和參與線上同儕互動建構新知識,對於改善寫作品質極為重要。 |
英文摘要 | This study reports on our design of a computer system which supports students to improve their texts by interacting with peers online. Forty-five undergraduate students were recruited to construct and reconstruct their texts after receiving and evaluating peers’ feedback. Results of this study show that some students were actively engaged in mental reflection cycles of expression, reflection, and revision in online interaction with the support of functionalities such as reflective dialogue, diff engine, and trace result in the system. This allowed them to have opportunities to modify misconceptions on grammar and improve text organization. The mental reflection cycles could further form a mental chain. This chain occurred when student writers identified their writing goals and activated the needed knowledge (information definition), gathered useful feedback from their peers (information acquisition), transferred these external feedback into their texts (information transformation), and rewrote their texts (new knowledge construction). This mental chain also made text improvement possible as students took their peers’ suggestions as scaffolds to reconstruct their texts and reformulate new knowledge. Their texts differed from those of students whose first and final drafts were almost the same except their different grammatical forms. The students’ active engagement in reflection cycles and new knowledge construction in online interaction was crucial to improve their texts. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。