- 學位論文
知識翻新反思活動對學生英文寫故事之影響
Effects of Knowledge Building Reflective Activities on Students’ English Story Writing
摘要
本論文的研究目的在探討知識翻新反思活動對學生英語寫故事的影響。以台北市某公立國中兩個八年級的班級學生為研究對象。研究採用準實驗法，於每週一次的英語彈性課程中實施。實驗組18人、對照組22人。教學設計上兩組間主要的差異為：實驗組，教師以知識翻新原則引導學生學習及反思，而對照組則進行針對課程中的教材內容學習與反思。透過這兩種不同的教學設計，本研究探討知識翻新原則融入反思之學習方式對學生在知識平台上想法發展歷程、英語寫故事表現、及學習反思歷程的影響。研究資料來源主要：(1)學生於知識平台的活動貼文；(2)學生於知識平台的反思貼文；(3)學生的校園導覽手寫文稿；(4)學生於線上表單上所填寫的期末整體反思。資料分析主要透過無母數檢定—Mann-Whitney U test分析實驗組與對照組間在以下變數的差異：(1)平台上活動量之描述統計；(2)平台上的整體想法表現；(3)十二年國教課綱國民中小學素養導向標準本位評量計畫之英語文口說評量標準；(4)線上表單上所填寫的期末整體反思面向。根據分析結果，本研究的三個主要發現如下：(1)知識翻新反思活動有助促進學生思考並改進其想法歷程；(2)知識翻新反思活動有助於學生在寫英語故事時進行想法改善的思考；(3)知識翻新反思活動也能促進更多情意以及認知高階層次的發展。
並列摘要
The purpose of this research is to investigate the effects of knowledge building reflective activities on students’ English story writing. Participants are two classes of eighth graders in a public junior high school in Taipei city. This is an experimental research, which conducted in English class once a week. 18 students are in the experimental group and 22 students are in the controlled group. The main difference between the teaching designs of the two groups is in the experimental group the teacher leads the students to learn and reflect by using knowledge building principles, and in the controlled group, students focus on and reflect on the learning content. Through the two different teaching designs, this research explores the effects of knowledge building reflective activities on students’ idea generation on Knowledge Forum, the performance of English story writing and students’ learning reflection. The data were analyzed by Mann-Whitney U test to compare the difference between the experimental group and the controlled group on the following variables: (1) descriptive statistics of the students’ situation on the Knowledge Forum (2) students’ performance of overall thoughts on Knowledge Forum (3) Standard-based Assessment of Student Achievement for Elementary and Junior High School Students, SBASA (4) overall reflection at the end of the semester on the online form. According to the analysis, there are three main findings, (1) knowledge building reflective activities do facilitate students think and improve their idea generation (2) knowledge building reflective activities do help students improve ideas while writing English stories (3) knowledge building reflective activities do trigger the development of affective domains and higher level of cognitive domains.