博碩士論文 102522089 詳細資訊




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姓名 林威志(Wei-chih Lin)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 基於定格式漫畫戲劇之小組學習系統
(A Group Learning System Based On Freeze-Frame Comic Drama)
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摘要(中) 戲劇式學習以戲劇的方式,讓學生透過角色扮演在情境裡學習,提升學生學習動機。以班為單位的戲劇式學習,因為課程時間上的限制,無法讓每一位學生都參與練習到。小組合作學習可以透過互相依賴與共同目標的情形下,讓每一個學生都參與,並且學習成就高的同學可以幫助學習成就低的學生。教室內的小組戲劇式學習,空間上不容易進行,教師難以觀察小組學習活動的過程,小組的成果也難以區分個人的表現,使得教師不易進行個別化的輔導。
本論文提出了一個可在教室內進行小組合作戲劇式學習的方法,讓學生進行定格式的漫畫式戲劇,每一個學生按照被指定的方格,進行指定的表演,連結小組內各方格成為一個漫畫式的戲劇,學生們可以互相指導給予意見,反覆演練學習內容,場景與表演透過數位化照相與錄音的方式紀錄,而小組的成果可以上傳至系統進行教室內觀摩與反思學習。教師也可透過系統即時了解各小組情形進行個別化學習輔導。
我們根據此方法製作了定格式的漫畫式戲劇系統,並在桃園市瑞塘國小五年級的三個班級(94人)實施一年的課程,實際在整學期的40%課程中使用系統進行小組活動。教師表示定格式漫畫戲劇,大幅提升學生的學習動機與學生的參與度,尤其是原來學習成就較低的,幫助學生經由反覆的練習、成果觀摩、互相幫助,知道自己的缺失、改正錯誤,老師也較容易掌握到每位學生的學習狀況。
摘要(英) Teachers can enhance students’ learning wiliness by involving drama roles in the classroom. With experiencing the process of drama performance, students can make situated learning and put themselves in the story of educational drama to absorb a variety of knowledge, which can help them learn more effectively. However, not every student can participate the existing educational drama we set in the classroom because of the time limitation. The unsatisfied part is that some students may not have the opportunity to practice and improve their learning. Group collaborative learning can solve this problem. Students with the high performance can help students with the low performance through their mutual dependence and common goals. However, due to the space limitation of a classroom, it is difficult to perform group education drama in the classroom. Besides, teachers are not easy to monitor the learning level of each group and identify personal performance by their homework and thus teachers cannot provide more complete assistance for each student.
In this paper, we introduce the new educational drama "digital video comic drama" for group collaborative learning. A video comic drama is a set of "freeze frame". The students can produce the drama by using a personal computer with our developed software. Each student is assigned to produce a freeze frame in the group. All frame combined to form a video comic drama. Students can help each other and practice the instructional content repeatedly. The drama performance is recorded on the system so that they can find their insufficient part by watching and discussing with other group performance in the classroom. Teachers can do individual tutorial by realizing each group performance through the system.
We implement a software to support our approach. The approach is introduced and applied in a local primary school. We do some relevant experiment by sampling on English course of 94 fifth grade students for a year. 40% of the course topics used our method, and others remain normal. According to the interview with teachers and analyzing video record of the class, it improves the studying motivation of students in engaging the group learning activities significantly. Students with the poor performance can improve their learning performance by doing repeated practice, obtaining help from their group, and watching others performance. The teacher can also catch the learning status of students through the complete web system.
關鍵字(中) ★ 情境學習
★ 合作學習
★ 定格式戲劇
★ 戲劇學習
關鍵字(英) ★ situated learning
★ collaborative learning
★ freeze frame
★ educational drama
論文目次 中文摘要 i
Abstract ii
誌謝 iv
目錄 v
圖目錄 vii
表目錄 ix
第一章 緒論 1
1-1 研究背景 1
1-2 研究動機 1
1-3 研究目標 2
1-4 研究問題與對策 2
1-5 論文架構 3
第二章 相關理論與研究 4
2-1 戲劇學習 4
2-2 定格式戲劇 5
2-3 數位形式支援聲音表演系統 6
2-4 學習遊樂場 7
第三章 定格式漫畫戲劇系統設計與實作 9
3-1 定格式漫畫戲劇設計 9
3-2 系統流程 10
3-3 系統架構 11
3-3-1 Client-Server架構 12
3-3-2 硬體環境 12
3-4 平板系統開發紀錄 13
3-5 使用者操作介面 14
3-5-1 製作功能 15
3-5-2 成果展示功能 19
第四章 進入教學現場 21
4-1 導入教學現場 21
4-1-1 環境與設備架設設置 22
4-1-2 工作會議 23
4-1-3 系統帳號 23
4-1-4 平板活動暖身 23
4-2 教學活動設計 23
4-3 融入課堂教學 24
4-4 教學活動目的 26
4-5 活動教材設計 26
4-6 教學流程 27
4-7 擴散教學規模 30
4-7-1 教學演示 30
4-7-2 園遊會 31
4-7-3 品格志工說故事 32
第五章 研究結果與分析 34
5-1 內在動機問卷 34
5-1-1 與原有小組活動比較(不同班) 35
5-1-2 與原有小組活動比較(同班) 37
5-1-3 長短期比較 41
5-2 學習成效問卷 43
5-3 教學現場觀察 45
5-4 老師問卷 47
5-5 學生訪談 48
5-6 老師訪談 49
5-7 資訊組長訪談 52
5-8 活動發現與紀錄 54
5-9 討論 57
第六章 結論與未來研究 59
6-1 結論 59
6-2 未來研究 60
參考文獻 62
附錄一: IMI問卷 64
附件二: 學習成效問卷 72
附件三: 老師問卷 76
附件四: 學生訪談 85
附件五: 老師訪談 88
附件六: 資訊組長訪談 99
參考文獻 中文文獻
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[16] 李秀姿、陳昭儀(2007)。創造性戲劇教學對國小資優生創造力與人際溝通影響之研究。國立臺灣師範大學特殊教育學系在職進修碩士班,碩士論文。
[17] 李翠玲(2003)。戲劇性活動融入語文領域教學之研究── 以低年級為例。國立新竹師範學院臺灣語言與語文教育研究所,碩士論文。
[18] 林美君(2007)。創造性戲劇融入國小課程之教學應用。第62期北縣教育期刊。
[21] 李祈慧(2012)。教育戲劇融入英語溝通式教學觀之課程實踐。臺北藝術大學藝術與人文教育研究所,碩士論文。
[28] 范易詮(2013)。學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場。國立中央大學資訊工程學系,碩士論文。
英文文獻
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[2] Kailani, T. Z. (1998). Reading Aloud in EFL Revised. Reading in a Foreign Language, 12(1), 281-294.
[3] Dewey, J. (2004). Democracy and education: Courier Corporation.
[4] Henning, G. H. (1973). Remembering foreign language vocabulary: Acoustic and semantic parameters. Language Learning, 23(2), 185-196.
[5] Finlay-Johnson, H. (1912). The dramatic method of teaching: Ginn.
[6] Heathcote, D., & Bolton, G. (1994). Drama for Learning: Dorothy Heathcote′s Mantle of the Expert Approach to Education. Dimensions of Drama Series: ERIC.
[7] Heathcote, D. (1991). Collected writings on education and drama: Northwestern University Press.
[8] Ward, W. (1930). Creative dramatics. London: D. Appleton and Company.
[9] Annarella, L. A. (1999). Using Creative Drama in the Multicultural Classroom.
[10] Dodson, S. L. (2002). The educational potential of drama for ESL. Body and language: Intercultural learning through drama, 161-179.
[11] Elgar, A. G. (2002). Student playwriting for language development. ELT Journal, 56(1), 22-28.
[12] Liu, J. (2000). The power of readers theater: from reading to writing. ELT Journal, 54(4), 354-361.
[13] Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2), 122-129.
[14] Song, H. (2000). Teaching English through Drama. Journal of Pan-Pacific Association of Applied Linguistics, 4(2), 298-305.
[19] Winston, J. (2013). Second language learning through drama: Practical techniques and applications: Routledge.
[20] Farmer, D. (2012). Learning Through Drama in the Primary Years: David Farmer.
[22] Shahani, S., & Tahriri, A. (2015). The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension. SAGE Open, 5(2), 2158244015585999.
[23] Tellagami: Animate Your Life. from https://tellagami.com/
[24] Sock Puppets. from https://itunes.apple.com/us/app/sock-puppets/id394504903?mt=8
[25] ShowMe - The Online Learning Community. from http://www.showme.com/
[26] Chin-Yeh, W., Chi-Hung, C., Chia-Jung, W., Yu-Ling, C., Jih-Hsien, L., & Gwo-Dong, C. (2010). Constructing a digital authentic learning playground by a mixed reality platform and a robot. Paper presented at the Proceedings of the 18th International Conference on Computers in Education.
[27] Kuan-Chang, C., Chia-Jung, W., & Gow-Dong, C. (2011). A digital board game based learning system for authentic learning. Paper presented at the Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on.
[29] Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of personality and social psychology, 43(3), 450.
[30] Dale, E. (1969). Audiovisual methods in teaching.
[31] Yuan-Fu, L., Wei-Chih, L., Tai-Yin, L., De-Yuan, H., Chi-Wen, H., & Gwo-Dong, C. (2014). Learning Cinema Authoring System in the Classroom. Paper presented at the Proceedings of the 22nd International Conference on Computers in Education.
指導教授 陳國棟(Gwo-dong, Chen) 審核日期 2015-7-29
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