- 學位論文
以故事創作鷹架促進國小學生故事寫作
Using Story Creation Scaffolding to Enhance Pupils’ Story Writing
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摘要
本研究目的旨在探討故事創作鷹架（story creation scaffolding）對學生故事寫作之影響。故事創作鷹架是指提供學生故事創作任務和內容輔助設計，以促進他們對於故事創作的完成和興趣，包括結構鷹架（structure scaffolding）與任務鷹架（task scaffolding）。前者基於鷹架理論，提供六階段（背景、目標、努力、結果、轉折、結局）的故事結構鷹架，幫助降低任務難度和促進學習參與；後者則基於創作環理論，提供三階段（閱讀範例、故事創作、他人分享）的故事創作任務鷹架。基於前述的設計理念，本研究進一步實作具有鷹架輔助的故事創作系統「MyStoryCreation」。 為評估MyStoryCreation系統對國小學生故事寫作的成效，本論文包含「先導研究」與「主要研究」分別探討故事創作鷹架對國小學生故事寫作在認知與情意面向之學習成效。先導研究之目的是探究具有結構鷹架與任務鷹架的原型系統（prototype system）對學生故事寫作的品質、寫作興趣與寫作態度之影響。具體而言，49位國小五年級學生參與為期兩週共七節課之實驗教學活動，實驗組使用原型系統，控制組未使用原型系統（以傳統講述教學方式授課）。研究結果顯示原型系統有助於提升學生的故事寫作品質，同時改善學習興趣與寫作態度，相關實務意義與研究限制亦做討論。 主要研究則是基於先導研究的結果所衍生與延伸之後續研究，進一步探討故事創作鷹架之改善設計，以及對學生故事寫作品質、寫作興趣與寫作態度之影響。59位國小五年級學生參與為期三週共十節課之實驗教學活動，並分為兩組（實驗組與控制組）進行教學實驗。實驗組使用具有故事創作鷹架設計之故事創作系統，控制組使用不具有故事創作鷹架設計之故事創作系統。研究結果顯示：（1）實驗組在寫作表現的「點子與內容」、「結構與組織」、「整齊（邏輯連貫性）」面向皆顯著優於控制組；（2）實驗組在寫作興趣的「入趣」和「延趣」皆顯著優於控制組；（3）實驗組在寫作態度的「喜愛偏好」、「自我效能」、「結果預期」和「觀眾」面向皆顯著優於控制組。此外，本研究之研究限制與後續研究工作亦列入綜合討論。
並列摘要
The purpose of this research was to investigate the effects of story creation scaffolding on pupils’ story writing. The story creation scaffolding, comprising the structure scaffolding and task scaffolding, referred to providing students with story creation tasks and supportive content design and enhancing students’ completion of and interest in creating stories. Underpinned by the scaffolding theory, the structure scaffolding offered the six-stage story structure scaffolding (i.e., setting, goal, attempt, consequence, climax, and resolution) and helped both decrease the task difficulties and promote students’ learning participation. Besides, underpinned by the creation loop theory, the task scaffolding offered three-stage story creation activity scaffolding (i.e., reading story examples, making story creation, and demonstrating story sharing). Based on the above-mentioned design rationales, this study further implemented a story creation system—MyStoryCreation—with scaffolding supports. To evaluate the effectiveness of MyStoryCreation system on pupils’ story writing, the present dissertation consists of the pilot study and main study which were conducted respectively to explore the effectiveness of the story creation scaffolding on the cognitive and affective aspects of learning performance. The pilot study aimed at exploring the impacts of the prototype system with structure scaffolding and task scaffolding on pupils’ story writing quality, writing interest and, writing attitude. More specifically, 49 fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over two weeks. The experimental group (EG) using the prototype system was compared with the control group (CG) without using the prototype system (i.e., receiving the conventional instruction with the lecture-based program). The results revealed that the prototype system was beneficial for improving students’ story writing quality and promoting writing interests and writing attitudes. Some relevant practical implications and research limitations were also discussed in the pilot study. Built on the findings derived from the pilot study, the main study was an extended study to further explore the improved design of the refined story creation scaffolding and its impacts on pupils’ story writing quality, writing interest, and writing attitude. To this end, 59 fifth-grade students participated in a quasi-experimental study for ten 40-minute sessions over three weeks, and they were divided into two groups (experiment group and control group, i.e., EG and CG) for the instructional experiment. The EG using the story creation system with story creation scaffolding was compared with the CG using the story creation system without story creation scaffolding. The results revealed as follows: (1) The EG outperformed the CG in the writing performance concerning the dimensions of idea and content, organization, and neatness. (2) The EG outperformed the CG in the writing interest concerning the dimensions of immersing and extending of interest. (3) The EG outperformed the CG in the writing attitude concerning the dimensions of preference, self-efficacy, outcome expectancy, and audience. Moreover, the research limitations and future works were comprehensively discussed.
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