設計與實踐「提升式寫作」活動以提升國小學生寫作品質與寫作興趣;Design and Practice of Betterment-Driven Writing Activity to Enhance Elementary School Students′ Writing Quality and Writing Interest

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Title:	設計與實踐「提升式寫作」活動以提升國小學生寫作品質與寫作興趣;Design and Practice of Betterment-Driven Writing Activity to Enhance Elementary School Students′ Writing Quality and Writing Interest
Authors:	劉宸穎;Liu, Chen-Ying
Contributors:	網路學習科技研究所
Keywords:	興趣驅動創造者理論;主題閱讀與自由寫;心智圖;同儕回應;寫作品質;寫作興趣;Interest-Driven Creator Theory;theme-based reading and free writing;mind map;peer response;writing quality;writing interest
Date:	2021-08-02
Issue Date:	2021-12-07 14:36:46 (UTC+8)
Publisher:	國立中央大學
Abstract:	先前研究透過「興趣驅動創造者理論」(Interest-Driven Creator Theory)的概念，結合先前研究團隊所針對的主題閱讀與自由寫和同儕回應設計「明日寫作」活動與平台，結果指出有助於增進學生寫作品質，但學生在草稿的文章結構不夠清晰且寫作想法不太足夠。為進一步提升學生的寫作品質，許多研究顯示畫心智圖是作為寫作前具有效果的教學策略之一，能增進學生的寫作表現與寫作興趣，且學生對寫作主題的興趣與具備寫作主題的知識背景，可以讓學生的寫作品質更好。因此，本研究延續透過「興趣驅動創造者理論」的概念，設計與實踐「明日寫作」第二版又名為「提升式寫作」 (Betterment-Driven Writing, BDW) 的活動，增加心智圖與閱讀主題文章還有給予學生第二次同儕回應以希望提升學生寫作品質與寫作興趣。本研究為探討學生經過「提升式寫作」活動對學生寫作品質與寫作興趣的影響，將進行「明日寫作」活動的學生(n=24)與進行「提升式寫作」活動的學生(n=29)之文章比較，最後透過興趣問卷探討學生的寫作興趣與探討寫作興趣與寫作品質的相關性，還有透過觀察與訪談瞭解學生真實的想法。　　歸納量化與質性的研究資料發現：「提升式寫作」活動可以幫助學生寫得越來越好且有顯著成長，多了心智圖、閱讀主題文章、第二次同儕回應這幾個步驟有效提升學生在寫作品質的成長，並且透過此活動，學生也會覺得有成就感且越來越喜歡寫作，學生的寫作品質也與寫作興趣有相關。 ;Previous studies designed the "writing for tomorrow" activity and platform through the concept of "interest driven creator theory" combined with the theme reading and free writing and peer response of previous research team. The results show that it is helpful to improve students′ writing quality, but the students′ writing structure in the draft is not clear enough and their writing ideas are not enough. In order to further improve students′ writing quality. Many studies have shown that mind mapping is one of the effective teaching as a pre-writing strategies, which can enhance students′ writing performance and interest, and students′ interest in writing topics and knowledge background of writing topics can make students′ writing quality better. Therefore, this study continues to design and practice the second edition of "writing for tomorrow", also known as "Betterment-Driven Writing" (BDW), through the concept of "interest driven creator theory", to increase mind mapping and reading topic articles, and to give students a second peer response in the hope of improving their writing quality and interest. In order to explore the influence of students′ "Betterment-Driven Writing" activities on their writing quality and interest, this study compares the articles of students who are engaged in "writing for tomorrow" (n = 24) and those who are engaged in "Betterment-Driven Writing" (n = 29). Finally, through the interest questionnaire, this study explores the relationship between students′ writing interest and writing quality. In addition, through observation and interview to understand students′ real ideas. 　　Based on the quantitative and qualitative research data, it is found that the activity of "Betterment-Driven Writing" can help students write better and better and have significant growth. The steps of mind mapping, reading topic articles and second peer response can effectively improve the growth of students′ writing quality. Through this activity, students will also feel a sense of achievement and like writing more and more, Students′ writing quality is also related to their writing interest.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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