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

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陳韋辰(Wei-chen Chen) 查詢紙本館藏

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網路學習科技研究所

論文名稱

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
(The impact of drama-based storytelling on learning engagement and creative self-efficacy)

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摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 數位說故事
★ 創造力自我效能
★ 心流
★ 學習動機
★ 英語學習

關鍵字(英)

論文目次

目錄
摘要 I
ABSTRACT II
目錄 IV
圖目錄 VII
表目錄 IX
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 2
1.3 名詞解釋 3
1.3.1 數位說故事（Digital storytelling） 3
1.3.2 創作式戲劇(Creative Drama) 3
1.3.2學習動機策略（Motivated Strategies for Leaning） 3
1.3.3心流經驗(Flow experience) 3
1.3.4創造力自我效能(creative self-efficacy) 4
1.3.5英語學習成效(English learning effectiveness) 4
1.4研究範圍與限制 4
1.5論文架構 4
第二章文獻探討 5
2.1數位說故事 5
2.2戲劇學習活動 6
2.2.1戲劇元素 6
2.2.2創造性戲劇 6
2.3創造力自我效能 7
2.3.1創造力自我效能 7
2.3.2創造力與動機 8
2.4心流 8
2.4.1心流理論 8
2.4.2心流量測 9
第三章學習平台設計 11
3.1活動設計 11
3.2系統架構 12
3.2.1繪本製作 13
3.2.2繪本發表 14
3.2.3魚姊姊教學 17
3.3學習檔案設計 19
第四章研究方法 23
4.1 研究對象 23
4.2實驗流程 23
4.3 實驗設計 25
4.4 研究工具 28
4.4.1 英語單字測驗 28
4.4.2 英語朗讀正確度測驗 29
4.4.3心流量表 29
4.4.4學習動機量表 30
4.4.5創造力自我效能量表 31
4.4.6 Starfall電子繪本 32
4.5 資料收集與分析 33
4.5.1學習成效差異分析 33
4.5.2 創作故事內容分析 33
4.5.3心流歷程分析 34
4.5.4學習動機分析 34
4.5.5創造力自我效能分析 35
第五章實驗結果與討論 36
5.1學生創作作品分析 36
5.2心流量表分析與討論 43
5.2.1心流平均 43
5.2.2 控制力 48
5.2.3 專注力 49
5.2.4好奇心 50
5.2.5內在興趣 52
5.2.6能力感知 54
5.2.7挑戰感知 55
5.2.8心流分析總結 56
5.4學習動機量表分析與討論 57
5.3.1 內在動機 57
5.3.2 外在動機 59
5.3.3 工作價值 60
5.3.4 學習自我效能 61
5.3.5 同儕學習 62
5.3.6學習動機小結 63
5.5創造力利自我效能量表分析與討論 66
5.4.1創造力自我效能 66
5.4.2創造力產品信念 68
5.4.3 創意思考策略 69
5.4.4抗負面評價 70
5.4.5 創造力自我效性能小結 71
5.5 學生學習成效 72
5.5.1單字測驗 72
5.5.2 英語朗讀測驗分析 74
5.5.3學生學習成效小結 76
5.6學生事後訪談 76
關於動機的感受 76
故事創造歷程 77
同儕學習的感受 79
學習活動的感受 80
第六章討論與建議 81
6.1結論 81
6.2未來發展與建議 82
參考文獻 84
中文部分 84
英語部分 85
附錄A 心流量表 89
附錄B 學習動機量表 90
附錄C 創造力自我效能 93
附錄D 訪談問題 94

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指導教授

劉晨鐘(Chen-chung Liu)

審核日期

2015-7-27

推文