常用邏輯句型重組之學習

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姓名

陳玉欣(Yu-Hsin Chen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

常用邏輯句型重組之學習
(Learning Logical Sentence Composing by Rearrangements)

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摘要(中)

認字、識詞只是語文學習的基礎，但是學好字、詞不足以證明學生可以寫好一篇文章。從寫字、寫詞到書寫一篇文章，關鍵在句子，然而現在國小學生在書面表達上時常會出現一些邏輯不通的句子，代表他們對於句子的結構不熟悉，而句型是造句的基礎，造句又是作文的基礎，所以由此可知句型的學習很重要。
因此，本研究主要提出八種「常用邏輯句型 (轉折句、因果句、假設句、承接句、目的句、遞進句、條件句、並列句)」針對強化學生對於句型的熟練度、提升學生句子應用的能力，設計的教材內容主要讓學生可以辨別不同的句型和不同的句型定義，並將句型應用在寫作上的題目。本研究以國小三個四年級班級的學生共94 人為研究對象，有兩班是實驗組，一班是對照組，實驗組進行八個單元的教學實驗，在教學前後實施句型前後測、ARCS 動機問卷以及訪談，而對照組只有進行延後測的測驗，並根據這些資料加以分析探究對學生在認知與情意方面的學習成效影響。
在認知方面發現，學生在經常用邏輯句型裡的多種題型訓練他們對於句子的邏輯思考能力、辨別不同句型的意思、將句型應用在文章上的練習之後，學生的前/後成績有顯著，延後測成績未顯著；在情意方面，對於句型應用可以鼓起勇氣嘗試去學習，許多學生也覺得常用邏輯句型可以幫助他們將句型應用在考試、作業上，更可以應用在日常生活中。

摘要(英)

The learning of Chinese characters and words are essential for students to learn Chinese. Moreover, students created a sentence are critical point from characters and words to article. However, most students’ writing an article has many problems of logic expression at elementary school. It is possible reason that students not used sentence structure.
Hence, this study proposes eight categories logical sentence composing (e. q.transition sentence, the causal sentence, assuming sentence, following sentence,purpose sentence, progressive sentences, conditional sentences, parallel sentence) to enhance the sentence structure knowledge of students. Beside, this study alsointegrated eight logical sentences composing with digital learning classroom environment in order to improve the sentences proficiency and capability of students.
This study conducted 4th grade elementary students (n = 94) from 3 classes. The experimental group (EG) are two classes; the control group (CG) is the one class. The
EG implemented the logical sentence composing of eight units during three months.
This study also conducted the pre/post/delay-test of sentence, ARCS motivation questionnaires, and interviews. The influences of students’cognitive and affective
aspects were analyzed in this study.
In terms of cognitive aspect, students’ logical sentence composing has significantimprovement. In particular, students used different categories logical sentence
composing to improve their logical thinking, to distinguish the different meaning of logical sentences, and to apply sentences used in writing. In terms of affective aspect,students will to learn sentence composing. Besides, students also considered that the
learning logical sentences could help them apply the sentence about examinations and assignments.

關鍵字(中)

★ 寫作
★ 句型教學
★ 學習內容設計
★ 句型應用

關鍵字(英)

★ Sentence application
★ Writing
★ Sentence teaching
★ Learning content design

論文目次

摘要 ............................................................................................................................... ii
Abstract ........................................................................................................................ iii
致謝 ............................................................................................................................... iv
目錄 ............................................................................................................................... vi
圖目錄 ........................................................................................................................... ix
表目錄 ........................................................................................................................... xi
第一章、緒論 ................................................................................................................ 1
1.1 研究背景 .............................................................................................................. 1
1.2 研究動機與目的 .................................................................................................. 5
1.3 研究問題 .............................................................................................................. 7
1.4 研究範圍 .............................................................................................................. 7
1.5 論文架構 ............................................................................................................. 8
第二章、文獻探討 ........................................................................................................ 9
2.1 句型的教學在國小時期的重要性 ................................................................... 10
2.2 目前句型練習在國小的教材編排和教學方法 ............................................... 12
2.3 資訊科技融入教學 ............................................................................................ 14
2.4 由句型學習促進寫作能力 ................................................................................ 18
第三章、系統設計 ...................................................................................................... 23
3.1 設計理念 ........................................................................................................... 23
3.2 活動設計 ............................................................................................................ 24
3.3 系統環境簡介 .................................................................................................... 38
第四章、研究方法 ...................................................................................................... 39
4.1 系統實測目的 ................................................................................................... 39
4.2 實測對象 ........................................................................................................... 40
4.3 實測教材 ........................................................................................................... 40
4.4 實測流程 ........................................................................................................... 40
第五章、系統實測結果 .............................................................................................. 42
5.1 學生學習結果之分析 ....................................................................................... 42
5.1.1 前/後測分析 ................................................................................................... 42
5.1.2 延後測分析 ................................................................................................... 47
5.1.3 短文應用進階題型分析 ............................................................................... 47
5.2 ARCS動機問卷 ................................................................................................. 48
5.3 訪談分析 ............................................................................................................ 57
5.4 討論 .................................................................................................................... 63
第六章、結論與未來研究 .......................................................................................... 65
6.1 結論 ................................................................................................................... 65
6.2 未來研究 ........................................................................................................... 66
參考文獻 ...................................................................................................................... 69
英文文獻 .................................................................................................................. 69
中文文獻 .................................................................................................................. 74
附錄一前測考卷 .................................................................................................. 78
附錄二後測考卷 .................................................................................................. 84
附錄三延後測考卷 .............................................................................................. 91
附錄四 ARCS動機問卷 ....................................................................................... 97
附錄五訪談問卷 ................................................................................................ 101

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2011-7-25

推文