Wiimote互動式電子白板融入限制式寫作教學對國小五年級學生寫作態度與表現成效之研究

Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instruction with Interactive Whiteboard

王寵銘(Chung-Ming Wang)

指導教授 ： 鄭淑芬

中原大學/人文與教育學院/教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00245

摘要

中文摘要
本研究旨在探討Wiimote互動式電子白板融入限制式寫作教學對國小五年級學生寫作表現及寫作態度之成效。
本研究採準實驗研究法之「不等組前後測設計」。以桃園縣一所國小五年級兩個班級學童為研究樣本。安排一班為實驗組（人數為30人），另一班為控制組（人數為30人）。實驗組學生於實驗處理階段，透過Wiimote互動式電子白板進行為期十週的限制式寫作教學；控制組學生則僅接受限制式寫作教學，並分別實施寫作態度量表與作文測驗題前、後測及追蹤測。兩班學生皆由研究者擔任寫作教學的指導老師
本研究的研究工具為：「寫作態度量表」及「作文評分表」。先以描述統計的方式，從兩組學生的前、後測及追蹤測之平均數、標準差，瞭解其寫作態度與寫作表現之現況。並將所得之資料進行單因子共變數分析來考驗兩組學生在寫作態度量表、作文評分表及總字數的進退步差異情形。
本研究結果如下：
壹、寫作態度方面
一、Wiimote互動式電子白板融入限制式寫作教學對增進國小五年級學生之寫作態度具
有立即成效。
二、Wiimote互動式電子白板融入限制式寫作教學對增進國小五年級學生之寫作態度具
有維持成效。

貳、寫作表現方面
（一）Wiimote互動式電子白板融入限制式寫作教學對國小五年級學生寫作表現之「基
本機能」的提升具有立即成效。但對於「組織結構」、「內容思想」、「可讀性」等
向度上並無立即性顯著成效。
（二）Wiimote互動式電子白板融入限制式寫作教學對國小五年級學生寫作表現之「基
本機能」的提升具有持續成效。但對於「組織結構」、「內容思想」、「可讀性」等
向度上並無持續性顯著成效。
（三）Wiimote互動式電子白板融入限制式寫作教學對提升國小五年級學生作文「總字
數」具有立即成效。
（四）Wiimote互動式電子白板融入限制式寫作教學對提升國小五年級學生作文「總字
數」具有持續成效。

研究者根據上述研究結果提出具體建議，以提供教育工作者在寫作教學及未來研究之參考。

關鍵字

互動式電子白板 ； 限制式寫作 ； 寫作態度 ； 寫作表現 ； Wiimote

並列摘要

Improving Fifth-graders’ Writing Attitude and Performance by Limited Writing Instruction with Interactive Whiteboard

Abstract

The purpose of the study is to investigate the effect of limited writing instruction with Wiimote interactive whiteboard on writing attitudes and performance for the fifth grade students.
This study adopted quasi-experiment design. Two fifth grade classes from an elementary school in Taoyuan County were selected to be the subjects in this study. One class was arranged for the experimental group (n=30), another was for the control group (n=30). During the process of the experiment, the experimental group received limited writing instruction with Wiimote interactive whiteboard for ten weeks, whereas the control group only accepted the limited writing instruction. In the writing curriculum, both groups were taught by the same teacher(this researcher) and were pretested, posttested, and delayed posttested by the writing attitude questionnaires and the writing tests.
Questionnaires and evaluations were used to assess students’ writing attitudes and their writing performance. Then the results were analyzed through ANCOVA to explore the effectiveness of the limited writing instruction with Wiimote interactive whiteboard.
The conclusions of the study were as follows:
1. Writing attitudes:
a. Limited writing instruction with Wiimote interactive whiteboard had an immediate effect upon improving the writing attitudes of the fifth grade students.
b. Limited writing instruction with Wiimote interactive whiteboard had an abiding effect upon improving the writing attitudes of the fifth grade students.
2. Writing performance:
a. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an immediate effect on ”basic function” of the writing performance, but not on “organization and structure” , ”content and thought”, and ”readability”.
b. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an abiding effect on ”basic function” of the writing performance, but not on “organization and structure”, ”content and thought”, and ”readability”.
c. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an immediate effect on ”the total numbers of words” of the writing performance.
d. For the fifth grade students, Limited writing instruction with Wiimote interactive whiteboard had an abiding effect on ”the total numbers of words” of the writing performance.
According to the results of the study, this author proposes some suggestions for school teachers and future studies respectively.

並列關鍵字

limited writing instruction ； writing performance ； writing attitudes ； Wiimote ； Interactive Whiteboard(IWB)

參考文獻

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