探索明日創作活動於國小學生寫作表現的影響：從數位學校到實踐學校

運用科技輔助學生寫作學習已行之有年，卻未能落實於大多數的學校，原因可能在於寫作大多附屬在國語文科目之下且未獲得重視，或是國小學生被認為較不具有運用科技輔助學習的能力。本研究團隊長期在一數位學校推行科技輔助學生學科學習，寫作學習也有相關的課程作為鷹架輔助學生獲得線上寫作的能力，為了解當線上寫作課程推行至實踐學校時，是否能提升學生的寫作表現，以及可能遭遇的困境，故本研究採用明日創作模式與平臺試行於一暑期寫作營，此模式包括「讀促創」與「聊促修」等活動。研究對象為國小三年級至五年級的28位學生，且其中七所小學校長輪流擔任寫作營教師，在為期三週連續15天的活動中，學生完成五篇作文。結果發現，學生寫作的字數與平均詞彙量持續提升，句子合併測驗與打字的後測表現顯著高於前測，而訪談顯示學生認為同儕回應有助於提升作文品質。與數位學校相比，學生的打字速度較落後，但整體來說學生對線上寫作方式具有正面看法。此外，本研究討論運用明日創作模式於實踐學校進行寫作學習的助益與困難，並針對教學與研究提出後續建議與限制。

關鍵字

主題閱讀；同儕回應；自由寫；電腦支援寫作；讀寫結合

並列摘要

The trend of technology assisted writing learning has been followed for years; however, it cannot be practiced in most schools. The reasons may contain: 1) writing subject could not be isolated form Chinese art; 2) elementary students are considered as they don't own the ability to use technology to learning. Our research team have been conducted technology assisted learning in a digital elementary school for years and design a serial of instruction to scaffold students' online writing. This study is to investigate the effects of a writing model with an online platform which was entitled ＂Tomorrow's Creation,＂ and to explore the benefit and difficulty of practicing this model into general schools. The study was conducted in a summer school in the period of three weeks. The subjects were 3rd to 5th grader students recruited from neighbor elementary schools in Taoyuan and the instructors of the summer school were the principals of the seven elementary schools. The results showed that the character numbers and word number of writing productions were increasing and both sentences combining posttest and typing rate posttest were significant better than pretests. According to interview, students thought they get most help from peer response, which could improve their writing quality, in contrast, the most difficulty was typing rate. But they still more like online writing than pencil-pen writing. Besides, this study discussed the benefit and difficulty of applying Tomorrow's Creation model into general schools and provided suggestion and limitation of teaching and researching.

並列關鍵字

syntopical reading ； peer response ； free writing ； computer supported writing ； reading-writing connection

參考文獻

施智元、廖長彥、李依倩、陳德懷(2014)。透過塗鴉寫作促進學童的語言與溝通發展：一個實踐應用觀點。數位學習科技期刊。6(1)，61-82。

劉中琪、廖長彥、陳德懷(2013)。我的寵物打字：心流式打字遊戲的設計與評估。數位學習科技期刊。5(2)，27-44。

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Chang, W.-C.,Liao, C. C.-Y.,Chan, T.-W.(2014).Computer scaffolding peer response to enhance elementary students' writing performance: A case study of a summer school.Work-in-progress poster proceedings of the 22th international conference on computers in education.(Work-in-progress poster proceedings of the 22th international conference on computers in education).:

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Chang, W.-L.,Lee, C.-Y.(2013).Trust as a learning facilitator that affects students' learning performance in the Facebook community: An investigation in a business planning writing course.Computers & Education.62,320-327.

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探索明日創作活動於國小學生寫作表現的影響：從數位學校到實踐學校

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