Nearpod App融入國小四年級數位閱讀課程教學之研究

Investigation of Nearpod App applied into teaching reading literacy course for elementary school 4th grade

彭若雯(Jo-Wen. Peng)

指導教授 ： 邱富源

國立清華大學/竹師教育學院/課程與教學碩士在職專班/碩士(2020年)

摘要

本研究目的在探討使用Nearpod App融入國小四年級數位閱讀課程後，對學生的數位閱讀素養學習成效與學習態度為何，並探討學生使用Nearpod App融入課程教學後的數位學習預期心態與滿意度之情形。本研究以準實驗研究法為主，以新竹市某國民小學四年級學生為研究對象，有效樣本為82人，其中41人為實驗組，41人為對照組，進行11週數位閱讀課程。研究發現：
一、 Nearpod App融入數位閱讀課程後學生數位閱讀素養成效：
1. 「Nearpod App融入教學」教學模式對於國小四年級學生在數位閱讀課程的學習成效明顯優於「無Nearpod App融入教學」教學模式
2. 「Nearpod App融入教學」教學模式與「無Nearpod App融入教學」教學模式對於國小四年級學生在數位閱讀課程的學習語文科的成效有顯著效益
3. 「Nearpod App融入教學」教學模式對於國小四年級學生在數位閱讀課程的學習自然科的成效明顯優於「無Nearpod App融入教學」教學模式
二、 因此可以推論「Nearpod App融入教學」教學模式對於國小四年級學生在數位閱讀課程的數位閱讀課程學習態度明顯優於「無Nearpod App融入教學」教學模式。
三、 學生對於「Nearpod App融入教學」教學模式有著期待的心態
四、 學生對於「Nearpod App融入教學」教學模式是滿意的。
五、 Nearpod App融入學習前的預期心態與Nearpod App融入學習後的滿意度並無太大的相關性。

關鍵字

即時回饋系統 ； Nearpod ； 數位閱讀課程 ； 數位閱讀素養

並列摘要

The purpose of this study is to explore the effects of digital reading literacy and learning attitude on Nearpod App applied onto 4th-grade students’ reading literacy course as well as to explore the expected mentality and the course satitisfaction after the application.
This study adopted a quasi-experimental methodology. The research was conducted with 4th grade students from an elementary school of Hinchu City for eleven weeks. During which period, 82 valid samples are formed by 41 students in the experimental group and 41 students in the control group.
The major findings of the study are recapped as follows:
 Effect of students’ digital reading literacy on reading literacy course after the application of Nearpod App:
1. “Nearpod App applied in courses” shows a significant advantage on learning performance of 4th grade students from the reading literacy course compared with “conventional didactic teaching”.
2. A significant benefit for 4th grade students on literature and language learning is shown by “Nearpod App applied in courses” compared with “conventional didactic teaching”.
3. A significant benefit for 4th grade students on science learning is demonstrated by “Nearpod App applied in courses” compared with “conventional didactic teaching”.
 Hence, 4th grade students’ learning attutide on digital reading literacy illustrates a greater outcome from “Nearpod App applied in courses” than from “conventional didactic teaching”.
 Students embrace expectation toward “Nearpod App applied in courses”.
 Students show satisfaction on “Nearpod App applied in courses”.
 No considerable relation between the pre-learning expectation and post-learning satisfaction on “Nearpod App applied in courses”.

並列關鍵字

instant feedback system ； Nearpod ； reading literacy learning ； reading literacy

參考文獻

McClean, S., & Crowe, W. (2017). Making room for interactivity: using the cloud-based audience response system Nearpod to enhance engagement in lectures. FEMS Microbiology Letters, 364(6). doi: 10.1093/femsle/fnx052

NAEP網站(2008)。綱址：http://nces.ed.gov/nationsreportcard/

PIRLS網站(2008)。網址：http://timss.bc.edu/

PISA網站(2020)。網址：http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html

TASA網站(2020)。綱址：https://www.naer.edu.tw/files/11-1000-1408.php?Lang=zh-tw