| 摘要: | 長久以來，口語敘說能力被認為是人際互動和社會交流最重要的工具。然而，在台灣教育體制下學習的學童卻鮮少有練習口語敘說能力及表達個人意見的機會。因此，本研究發展一個「瘋狂筆刷」的系統，設計「童畫說故事」的活動，搭配觸控式平板電腦的使用，讓學童自由地去寫作和創作故事，並藉由電子白板上台發表培養自信心與訓練口語表達的能力。本研究包含兩個階段：系統預試與實驗。在系統預試的階段，針對幼稚園 15名學童進行為期四個月的試驗，以便修改和調整系統。初步結果顯示，藉由瘋狂筆刷系統的使用，幼稚園兒童逐漸對說故事充滿自信。 在實驗階段，研究者導入瘋狂筆刷系統於國小一年級的四個班級、共 116位學童，以及三個班級的導師，進行一個學期的童畫說故事的實驗（實驗組，n = 87; 對照組，n = 29），以了解塗鴉創作對學童的寫作和口語說故事的影響。學童總計參與了四次從塗鴉、寫作到上台分享故事的實驗活動，包含個人創作與分組合作創作。本實驗採用質量混合的方式進行數據收集和分析，資料包含在前、後測說故事中口語紀錄、系統的創作歷程、現場學童的行為觀察日誌、問卷調查和訪談。研究結果顯示：(1)學童創作故事的總字數逐漸增加，從46.8個字數增加至72.33個字數；(2)實驗組與控制組學童，其說故事用語數量（豐富詞彙，F = 5.52, p<.05）和質量（故事結構，F = 8.43, p <.001）存有顯著差異；(3)情意對於學童興趣方面的影響，喜愛畫畫（82%）、寫作（80%），以及說故事（84%）；投入度方面，學童能夠保持專注與投入（M = 4.00, 4.17, 4.23, 4.34）；能夠建立學童的自信心（精熟經驗，195筆（54%）；替代經驗，22筆（6%）；言語勸說，6筆（2%）；生理心理，84筆（23%））。 For a long time, oral narrative skill is considered to be important for interpersonal interaction and social communication. However, children in Taiwan lack the opportunity to practice oral narrative skill and express their opinions. Hence, this study developed a painting environment to support young children writing and storytelling. We implemented a painting, writing, and storytelling activity. In particular, each student used the tablet PC to share a story with painting based on text of writing. This study was divided into two parts: a pilot and an experiment. A pilot study was conducted in kindergarten for 15 children over a four-month period in order to develop, modify, and adjust the system. The preliminary results indicated that children seen have some confidences for storytelling gradually. An experiment was conducted in primary school for 116 1st grade students from four classes (EG: experimental group, n = 87; CG: control group, n = 29) and 3 teachers during a semester in order to understand the influence of students’ writing and storytelling. Students participated in four rounds of experimental activity from drawing to typing and speaking; each round consists of painting, writing, and storytelling session. This experiment employed a mixed approach for data collection and analysis that contains pre/post spoken data, system records data, engaged behavior, questionnaires, and interviews. The findings indicated that 1) the length of writing increased gradually from 46.8 to 72.33 words; 2) the quantity (richness of vocabulary, F = 5.52, p <.05) and quality (story structure, F = 8.43, p <.001) of storytelling of students in EG were significantly different from CG; and 3) the affective experience has positive influence for a. pursuing interest of painting (82%), writing (80%), and storytelling (84%), b. keeping engagement (M = 4.00, 4.17, 4.23, 4.34), c. building confidence (mastery experiences, 195 events (54%); vicarious experience, 22 (6%); social persuasions, 6 (2%); and physiological state, 84 (23%)) of students. |
