| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 陳韋辰 | zh_TW |
| DC.creator | Wei-chen Chen | en_US |
| dc.date.accessioned | 2015-7-27T07:39:07Z | |
| dc.date.available | 2015-7-27T07:39:07Z | |
| dc.date.issued | 2015 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=102524002 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 英語為現行的強勢語言，學好英語成為與國際接軌的第一步，而如何加強英語能力，對於台灣教育是重要課題之一。在社經背景、城鄉差距等因素造成學生國中英語能力已出現雙峰現象。本研究希望在三四年級英語的啟蒙階段，藉由數位說故事活動學生學習動機與投入。
本研究為長期的數位說故事活動英語學習活動，學生經過13個月的故事仿作階段後，本研究設計兩組不同的學習活動，實驗組為故事創作、控制組維持一貫的故事仿作。研究結果發現，學生在心流平均、好奇心、內在興趣上達到顯著差異，在動機方面實驗組內在動機、同儕學習顯著的優於控制組，而在創意思考策略也有顯著差異。推測故事創作過程，學生使用更多的創意思考策略激發學生的內在學習動機，戲劇彩排讓枯燥的練習變得更樂趣處提升學生好奇心、興趣。
上述研究結果有助於未來長期數位說故事英語學習活動設計的確立，未來的數位說故事英語學習活動設計，應考慮學生的能力將學習活動分為三階段，分別為初期的片段故事仿作活動、中期的完整故事仿作活動、後期的故事創作活動，活動初期，學生藉由模仿正確的英語發音反覆的練習，並透過三到四頁的故事繪圖加深學生的學習記憶與學習興趣，第二階段的完整故事仿作活動，同時訓練學生對於一個故事的完整表達並透過發表建立英語的自信心。第三階創作的過程激發學生創作力提升內在動機外，讓英語學習的範圍不在限縮於繪本內容，發散式的學習提升學生的求知慾。透過三階段的設計，建立一個造良好的英語學習感受，學生發自內在的英語學習動機，期望能對於未來的英語學習有正面影響。
| zh_TW |
| dc.description.abstract | English become the central language all around the world. How to improve the English ability become the critical issue of Taiwan education. The gap of different socioeconomic backgrounds and urban-rural had caused bimodal distribution of student’s English ability. This study aims to utilize digital storytelling activity to improve the motivation and engagement in the 3rd and 4th grade of elementary school.
This study is a long-term English learning activity. Learners had process a period of 13 months story pasticcio. This research assigned two different learning activity: Experiment group for story create, control group maintain regular story pasticcio. The finding of this search as follows: the flow state, curiosity and intrinsic interest of two groups differ significant. The intrinsic motivation and peer-learning of the experiment group is significant higher than controls, the strategies of creativity thinking is also have the difference between groups. We infer that in the process of story creation, learners use more strategies to reach the goal which stirred their motivation. The drama rehearsal makes the practice more interesting which may improve the curiosity and interests of students.
The result quoted above make sure the principal of digital storytelling learning activity in the future. To concern about the learner’s ability, the learning activity should divide into three periods: story fragment pasticcio in the beginning, full story pasticcio in the mid-term and the story creation in the final. In the beginning, learners need to practice how to speak correct through imitate from the picture book. With several pages of drawing, it can deepen student’s memory and interest. Full story pasticcio in the second period can help student how to comprehend whole story. The final period of story creation can arouse creativity of student. Through these 3 step, it can develop a new environment for English learning.
| en_US |
| DC.subject | 數位說故事 | zh_TW |
| DC.subject | 創造力自我效能 | zh_TW |
| DC.subject | 心流 | zh_TW |
| DC.subject | 學習動機 | zh_TW |
| DC.subject | 英語學習 | zh_TW |
| DC.title | 數位戲劇式說故事對於語文學習投人與創造力自我效能之影響 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | The impact of drama-based storytelling on learning engagement and creative self-efficacy | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |