數位合作說故事之學習活動結合圖像教學對於高中生寫作創造力自我效能之影響;The impact of digital collaborative storytelling activities on writing creativity and creative self-efficacy of high school students

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/77701

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77701

Title:	數位合作說故事之學習活動結合圖像教學對於高中生寫作創造力自我效能之影響;The impact of digital collaborative storytelling activities on writing creativity and creative self-efficacy of high school students
Authors:	黃茹敏;Huang, Ju-Min
Contributors:	網路學習科技研究所
Keywords:	圖像教學;數位說故事;合作學習;創造力自我效能;graphic teaching;digital storytelling;collaborative learning;creative self-efficacy
Date:	2018-08-21
Issue Date:	2018-08-31 14:53:09 (UTC+8)
Publisher:	國立中央大學
Abstract:	寫作是表達個人觀點見解說服他人的過程，寫作可以連結過去的經驗啟發新的想法和創造力。毫無疑問，寫作在學校和職場是最重要的。過往研究聚焦國小階段，本研究以高中國文教學為場域，設計兩組學生於不同創造空間進行繪本創作。本研究的目的是加强圖像教學與合作學習共創繪本活動，引導學生對於圖像畫面觀察、聯想及思考。探討圖像教學對於學生的學習動機、創造力自我效能和語文寫作成效的影響。本研究對象為高中生，實驗組為數位繪本，控制組為紙本繪本。研究結果顯示，兩組學生寫作的學習動機與語文寫作成效均有顯著提高。實驗組學生繪本的創作、創造力自效能、學習動機和專注力有較好的表現。 ;Writing is a process of presenting personal viewpoints to convince others. Writing can trigger new ideas and creativity through connecting past experience. Undoubtedly, writing has an utmost importance in schools or work places. In the previous study, the focus was mostly on students in elementary stage. Thus, this study aims at the Chinese teaching in senior high schools, designing two groups of students for different types of creating the picture books. This study aimed to enhance graphic teaching with collaborative picture book creation activities . The researcher expected to guide students’ thinking on graphic image, observation, association and thinking processes. The researcher also expects to investigate the effect of this approach on students’ learning motivation, creativity, self-efficacy, and language writing ability. The subjects of this study were senior high school students. The experimental group used digital picture books to participate in the activity; on the other hand, the control group only used paper picture books. The result showed that the activity enhanced students’ writing motivation and performance in both groups. Students in experimental group showed higher level of creating picture books, creativity , motivation of learning, and degree of concentration.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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