合作學習與多媒體教材融入國小學生觀察力教學之行動研究

An Action Research of Designing Collaborative Learning and Multimedia Materials to Facilitate Primary School Students' Observation Ability

林文姜(Wen-Chiang Lin)

指導教授 ： 吳純萍

淡江大學/教育學院/教育科技學系數位學習在職專班/碩士(2014年)

https://doi.org/10.6846/TKU.2014.00020

摘要

語文是學習的基礎，而寫作是語文能力的綜合表現。寫作相關研究指出學生對於生活周遭人事物的觀察與感受往往影響其寫作材料的收集，並進一步影響其寫作表現，因此要改善學生的寫作能力，必須先使學生學會如何觀察。合作學習策略可使學生透過討論與分享觀察的方法與事物，擴增觀察的廣度；而使用多媒體教材可打破寫作現場的有形侷限，重現多元的觀察情境、簡化訊息、拓展學生感官經驗、並提高學生的學習興趣，因此本研究將合作學習策略與多媒體教材融入國小中年級學生觀察力教學，期望能提升寫作時對寫作素材的觀察能力。本研究採用行動研究，共進行兩階段，每階段實施六週。以新北市某國小三年級27名學生為研究對象，研究者針對「人的觀察」、「物的觀察」、「景的觀察」、「事的觀察」四個主題設計多媒體教材，同時在教學過程中融入合作學習策略。研究者運用觀察、訪談等方式收集質性資料，輔以紀錄表、回饋問卷、學習單等文件資料進行質性資料分析，結合觀察力品質量表之量化分析，進一步綜合整理、歸納，獲得以下研究結論：一、觀察力方面：(一)學生觀察力有所提升，寫作高分組學生觀察力進步幅度最大。(二)學生觀察力提升可豐富寫作素材。二、在此教學活動中：(一)合作學習能促進學生互動與學習成效。(二)多數學生喜歡合作學習的學習方式。(三)多媒體教材可提升學生的學習興趣與注意力。

關鍵字

觀察力 ； 合作學習 ； 多媒體教材 ； 寫作

並列摘要

Language is the foundation of learning, while writing is the comprehensiveperformance of language ability. Previous studies indicate that students’ observations and feelings towards people and things around them often affect their performance in collecting writing material, and further affect their writing performance.So, to improve students’ writing skills, studentshave to learn how to observe first. Cooperative learning method can enable students to widen their observation scope by discussing and sharing their observing methods and objects; whilemultimedia materials can break the physical limitations of the writing scene, reproduce diverse observation situations, simplify the message, expand students’ sensory experience, and enhance their interest in learning. So the study intended to integratecooperative learning method and multimedia materialsinto the observation teaching forelementary middle-grade students, in hope of enhancing theirwriting material observing ability inwriting. The studyadopted action researchwhich has two stageswitheachlastingsix weeks. Twenty-seven3rd grade studentsfrom an elementary school in New Taipei Citywererecruited. Multimedia teaching materials were developed for the four lessons, which included“human observation”, “objects observation”, “scenes observation”and “things observation” while cooperative learning was integrated into the above four lessons. Qualitative data through observations and interviews, supplemented by some documents like record sheets, feedback questionnaires, and worksheets were collected. Additionally, students’ performance in observation was also evaluated at the beginning and end of the action research. Several findings were discussed. First, students’ observation abilities were enhanced. Second, cooperative learning method enriched interaction among students and encouraged discussion and exchanging ideas during the observation process.Moststudents enjoyedlearningcooperative learning.Multimedia materialscan attract students’interests and attentions.

並列關鍵字

observation ； cooperative learning ； multimedia teaching ； writing

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