運用網路形成性評量輔助國小字音字形教學之研究

A Study of Applying the Web-based Formative Assessment in Assisting the Phonetic and Orthographic Instruction in the Elementary School

許家焜(Chia-Kun Hsu)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理系碩士班/碩士(2016年)

摘要

本研究旨在運用網路形成性評量來輔助國小字音字形的教學，分別以Kahoot課堂回應系統進行群體同步評量，及花蓮縣字音字形學習網進行個人非同步評量，來探討兩種評量對學生之學習成效與學習動機的影響。以國小五年級的一班學生為研究對象，分成A組和B組各十人。第一階段A組實施群體同步評量，B組實施個人非同步評量，進行為期四週的實驗教學課程；第二階段兩組交換評量方式，同樣進行四週。研究對象皆在每階段教學課程前接受字音字形前測，每階段教學課程結束後接受字音字形後測與學習動機問卷。整個實驗教學結束後挑選六位學生進行半結構式訪談，進一步深入了解學生的看法。研究結果如下：一、運用網路形成性評量輔助教學能有效提升學生之學習成效與學習動機。二、個人非同步評量對於提升學生之學習成效顯著優於群體同步評量。三、群體同步評量對於激發學生之學習動機顯著優於個人非同步評量。四、學生對於群體同步評量與個人非同步評量的看法，多持正向的態度。最後根據研究結果提出相關建議，供後續研究與教學之參考。

關鍵字

網路形成性評量 ； 字音字形教學 ； 學習成效 ； 學習動機

並列摘要

The purpose of this study was to apply the web-based formative assessment in assisting the phonetic and orthographic instruction in the elementary school, and investigate the influences in students’ learning effectiveness and motivation when students took different assessment. The group synchronous assessment was implemented by using Kahoot online assessment system. The individual asynchronous assessment was implemented by using Hualien County Phonetic and Orthographic Learning Web Site. The samples of this study were twenty students from one class of fifth grade which were divided into the A group and the B group. In the first phase of experiment course, the A group implemented group synchronous assessment and the B group implemented individual asynchronous assessment for four weeks. In the second phase of experiment course, two groups changed assessments. All participants needed to take the pre-test of phonetic and orthographic ability before each phase of experiment course, and take the post-test of phonetic and orthographic ability and the questionnaire of learning motivation after each phase of experiment course. In addition, six students were chosen in order to know their attitudes by using semi-structured interviews. The results of this study are as follows:
1. Applying the web-based formative assessment in assisting the phonetic and orthographic instruction could enhance students’learning effectiveness and motivation.
2. Individual asynchronous assessment was significantly better than group synchronous assessment in students’learning effectiveness.
3. Group synchronous assessment was significantly better than individual asynchronous assessment in students’learning motivation.
4. Lots of students had positive attitudes toward group synchronous assessment and individual asynchronous assessment.
Finally, some suggestions are proposed for instruction and future research.

並列關鍵字

web-based formative assessment ； phonetic and orthographic instruction ； learning effectiveness ； learning motivation

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