合作表現自互評對於Web 2.0活動投入之影響

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姓名

詹中豪(Chung-Hao Chan) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

合作表現自互評對於Web 2.0活動投入之影響
(The impact of peer and self assessment of peer collaboration in Web 2.0 learning activities)

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摘要(中)

全球化時代下，科技輔助教育的普及與應用，隨著教材應用以及同儕之間學習過程的互動，彼此之間的溝通模式也存在多樣化，藉此拉近人與人之間的距離，現今第二語言習得的重要性日漸劇增，在台灣英語教育從國小三年級就開始扎根，而在學習者學習的過程中，較多研究著重於外語學習環境對於學習者的影響，但較少探討同儕之間合作能力的影響，因此，本研究想要探討國小學生透過同儕自評與互評導入Web 2.0英語合作學習環境，了解學生是否能夠提升彼此合作意識，學習如何與同儕合作，藉以改善合作的狀況，以及探討學生對於英語學習任務的投入與動機的影響。
參與者來自台灣某國小，21位三年級以英語為第二外語的學生，進行約7個月的創作英語繪本的合作學習活動，研究設計包含實驗組與控制組，在差異分析的結果發現，學生在導入同儕自評與互評的活動後，學生在合作學習的初始階段，自我評價與組員評價分數較低，表示學生的合作狀況不佳，但隨著長時間活動，學生的合作意識漸漸的提升，發現透過此活動能夠有效改善學生的合作狀況，並使學生學習到如何與同儕合作，而在學習投入的初始階段，會因同儕給予的意見而有下降的趨勢，但隨著合作意識的提升，學生的心流狀態會穩定的復甦，而在學習動機的結果中發現，學生導入同儕自評與互評的情況下，除了合作意識提升並改善合作狀況，在學生學習投入會隨著長時間活動有上升的趨勢，並會影響學習者的內在、外在動機、工作價值等學習動機。

摘要(英)

The era of globalization, technology support education is universal. With materials applied between peer learning interactions, there have most diversify communication mode in each other, so as to shorten the distance between people and people, in this age the significance of second language acquisition has been increased. In Taiwan, students started to learn English in school since they were in the third grade, and the most of research were focus on the effect of foreign language learning environment, but less research focus on the learning collaborate ability in learning process. Therefore, this study wants to explore the elementary school students through self and peer assessment into the web 2.0 English collaborative learning environment, to realize the students collaborate awareness, learning how to collaborate with peer, thereby improving the collaborative status, and this research also explore the effect of Flow and the motivation in English learning task.
The participants from Taiwan 21 elementary school third grade, English as a second language students, for almost 7 months learning activity. This research has content experiment group and control group. The analysis between two group find that the beginning of student’s collaborative assessment was not well after applying the self and peer assessment activity, but with the long-term activity, the student’s collaborative status was improved and the assessment gradually increase, indicate that self and peer assessment can assist student’s collaborative awareness increase to improve the collaborative status. The research find that student’s Flow states was affected in the initial stage after applying the self and peer assessment, and with the long-term activity, the student’s Flow states was stable recovery. And find the Student’s Motivation was affected after applying the self and peer assessment, the Intrinsic goal orientation, Extrinsic goal orientation and Task value part of motivation were not distinct variety, indicate that the student’s motivation in learning process must be consider after applying self and peer assessment in the Web 2.0 English collaborative learning environment.

關鍵字(中)

★ Web 2.0
★ 合作學習
★ 同儕自互評
★ 心流
★ 學習動機

關鍵字(英)

★ Web 2.0
★ collaborative learning
★ self and peer assessment
★ flow
★ learning motivation

論文目次

摘要 iv
Abstract vi
目錄 ix
圖目錄 xi
表目錄 xiii
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 3
1.3名詞解釋 4
1.3.1 Web2.0學習環境(Web2.0 Learning environment) 4
1.3.2自評與互評（Self and Peer Assessment） 4
1.3.3 心流 (Flow ) 4
1.3.4學習動機 (Learning motivation) 4
1.4研究範圍與限制 5
1.5論文架構 5
第二章文獻探討 6
2.1 Web 2.0 導入語言學習 6
2.2同儕互動與自互評 7
2.3心流 9
2.3.1 心流理論 9
2.3.2心流與學習動機 10
第三章教學系統設計 12
3.1 教學活動 12
3.2 系統設計 12
3.3 學習檔案設計 13
3.4繪本創作 16
3.5 繪本發表 18
第四章研究方法 20
4.1研究對象 20
4.2研究流程 20
4.3實驗設計 22
4.4研究工具 28
4.4.1英語單字能力測驗 28
4.4.2英語朗讀正確度測驗 28
4.4.3心流量表 29
4.4.4同儕合作互評問卷 29
4.4.5學習動機量表 31
4.4.6電子繪本 32
4.4.7繪本製作效能 33
4.5資料收集與分析 34
4.5.1自互評變化分析 34
4.5.2心流歷程變化分析 34
4.5.4學習動機變化分析 35
4.5.5學習成效變化分析 35
4.5.6事後訪談歸納分析 35
第五章實驗結果與討論 36
5.1學習投入於活動狀況分析 36
5.1.1控制組心流狀態變化分析 36
5.1.2實驗組心流狀態變化分析 47
5.1.3控制組學習動機變化分析 57
5.1.4實驗組學習動機變化分析 63
5.1.5自評與互評合作狀況變化分析 69
5.1.6學生繪本效能分析 74
5.1.7學生學習效能分析 75
5.2實驗組與控制組學習投入於活動狀況差異分析 77
5.2.1心流狀態差異分析 77
5.2.2學習動機差異分析 92
5.3事後訪談 102
5.3.1自互評趨勢變化 103
5.3.2心流趨勢變化 105
5.3.3.學習動機趨勢變化 107
第六章結論與建議 111
6.1結論 111
6.1.1 自評與互評 111
6.1.2 學習投入與動機 112
6.2未來發展與建議 113
參考文獻 114
附錄A 英語單字測驗 118
附錄B 英語朗讀正確度測驗 120
附錄C 同儕自互評問卷 121
附錄D 心流量表 122
附錄E 學習動機量表 123
附錄F 訪談問題 125

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指導教授

劉晨鐘(Chen-Chung Liu)

審核日期

2016-7-25

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