運用E化專科教室實施寫作教學對國小六年級學生 寫作能力影響之研究

Effects of E-Classroom Writing Instruction Application on the Writing Abilities of Sixth-Grade Students

張聖藝(Sheng-Yi Zhang)

指導教授 ： 李富民

朝陽科技大學/資訊學院/資訊管理系/碩士(2011年)

摘要

教育部在2007年5月施行「臺灣學生學習成就評量」(TASA)，結果發現學生的寫作能力有待加強。分析此現象，是因為現行國小國語文教學時數不足。為了提升學生寫作能力，本研究以發現學習理論、組織知識管理模式為基礎，整合E化專科教室、實務社群，發展出「E化專科教室寫作教學模式」。
本研究旨在探討有無運用「E化專科教室寫作教學模式」對國小六年級學生寫作表現之影響。本研究採準實驗研究法，以臺中市一所國小六年級兩個班級的學生作為研究樣本，一班為實驗組，另一班為對照組。研究工具為「作文評定量表」，先以敘述性統計的方式，從兩組的前測與四次後測平均數，瞭解學生的寫作表現；再進一步以共變數分析的方式，瞭解兩組學生在寫作表現的進步差異情形。
本研究獲得的結論為：運用E化專科教室寫作教學模式對國小六年級學生在作文評定量表之「基本技能」、「組織結構」、「文句表達」、「內容思想」四個向度及「總分」有正向顯著影響，顯示E化專科教室寫作教學模式優於一般寫作教學模式。最後，本研究依據研究結果提出具體建議，以提供教育當局、學校網管人員及其他教師參考。

關鍵字

發現學習理論 ； 知識管理 ； 實務社群 ； E化專科教室 ； 寫作教學 ； 資訊科技融入教學

並列摘要

The Taiwan Assessment of Student Achievement (TASA), conducted by the Taiwan Ministry of Education in May 2007, found that students’ writing abilities need to be strengthened. An analysis of this phenomenon is conducted because of the current state of Chinese education in elementary school. An insufficient number of hours are spent on Chinese teaching. To improve students’ writing abilities, this study uses a discovery learning theory and an organizational knowledge management model as a basis for integrating E-classrooms and practice communities to develop an E-classroom model for writing instruction.
This study aims to explore the effect of the E-classroom writing instruction model on sixth-grade elementary school students’ writing performance. The study applied a quasi-experimental design, with two classes of sixth-grade elementary school students in Taichung City as the study sample; where one class was the experimental group, and the other was the control group. A writing ability scale was used as a research tool. First, descriptive statistics was used to understand the students'' writing performance; a pre-test mean and post-test means at four different times were calculated on the two student groups. Then further analysis of covariance was conducted to identify the difference in progress between the two groups regarding writing ability.
The study concludes that the use of the E-classroom model for writing instruction in sixth-grade students has a significantly positive effect on the four aspects: basic skills, organizational structure, textual expression, content ideas, as defined in the writing ability scale. The total score was also positively affected, indicating that the E-classroom teaching method is superior to normal classroom writing instruction. Finally, based on the findings of this study, we hope to provide specific recommendations as a reference for education authorities, school administrators, and other teachers.

並列關鍵字

knowledge management ； practice communities ； writing instruction ； information technology integrated into instructi ； discovery learning theory ； E-classroom

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