![]() |
|
以作者查詢圖書館館藏 、以作者查詢臺灣博碩士 、以作者查詢全國書目 、勘誤回報 、線上人數:44 、訪客IP:3.147.65.3
姓名 夢荷(Munkhgerel Galbadrakh) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱 中文漫畫書及繪本製作對於蒙古學生中文閱讀態度與投入之影響
(The impact of Chinese Comic books and Digital Storytelling on Mongolian Students’ Chinese Reading Attitude and Engagement)相關論文 檔案 [Endnote RIS 格式]
[Bibtex 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
[檢視]
[下載]
- 本電子論文使用權限為同意立即開放。
- 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
- 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。
摘要(中) 摘要
本研究旨在給予六年級學生裝置和中文漫畫書以進行中文教學,紀錄其閱讀過程之行為改變。本研究目的為監測學生閱讀中文漫畫書與製作繪本活動中之行為改變。14位蒙古六年級公立中學學生參與本研究,共六位女生與六位男生,年齡介於11至12歲。實驗始於2019年9月11日至2019年11月6日(共7週),期間並包含實施閱讀態度的前測與後測。
每次實驗實施共兩小時,在第一小時,學生閱讀自己喜歡的漫畫書,並運用繪本館應用程式查單字。在第二小時,學生則在繪本館應用程式上,基於自己的想像或從閱讀過的漫畫書創作自己的漫畫書。結束後學生要用中文解釋他們的創造和圖畫。
在每次實驗活動結束後,學生都須填寫心流問卷。除此之外,學生也需分別於每次活動前後填寫閱讀態度之前測與後測。七週活動結束後,每位學生將接受訪談,回答23個他們對於閱讀態度改變的感受之相關問題。研究結果顯示性別可能為投入改變的因素,本研究發現女學生在整個時前更為投入。在七週的研究中,所有學生之正向閱讀態度都顯著增加。摘要(英) Abstract
This research study aimed to document the behavioral changes in the reading process of 6th-grade students by giving them devices and Chinese Manga books that teach them the Chinese language. The purpose of this study is to monitor the behavioral changes of students towards reading activity on Chinese comic books and picture book production activity. The 14 participants of this study were sixth-grade students who go to “public school A” in Mongolia. There were eight girls and six boys, ages from 11 to 12. The experiment started from 11th Sep 2019 to 6th Nov 2019 (7 weeks), and it included reading attitude pre and post-tests. The experiment takes two academic hours per day. During the first hour, the students read their favorite comic book and looked up new vocabulary on the Story and Painting House application. During the second hour, the students created their comic book on the Story and Painting house application. The students created their own comic books based on their imagination or the comic books that they read before on the app. At the end of each session, the students explained their creations and pictures in Chinese. In every experiment day, the students filled the flow questionnaire (Csikszentmihalyi, 1975; Bowman, 1982). Additionally, the students answer the reading attitude pre and post questionnaire (Lee and Schallert, 2014). After the experiment, 23 questions were asked from each and every student. These questions were directed at the feeling of reading attitude changes of the students. The results suggest that gender might also be a factor in engagement changes in this experiment. In our sample, it suggests that female students have become more engaged over time. The 7-week study, there was a significant increase in positive reading attitudes amongst the students.關鍵字(中) ★ 漫畫書
★ 數位說故事
★ 閱讀態度
★ 心流關鍵字(英) ★ comic book
★ digital storytelling
★ reading attitude
★ flow論文目次 摘要 1
Abstract II
Acknowledgement III
Table of Contents IV
List of Figures VI
List of Tables VII
List of Appendix VIII
1. Introduction 1
1.1 Background 1
1.2 Purpose (Research Questions) 2
1.3 Research limitations 2
1.4 Thesis structure 2
2. Literature review 3
2.1 Reading attitude 3
2.2 Engagement and Flow 3
2.4 Storytelling 6
2.5 Chinese as a Foreign Language Reading 6
3. System Design 7
3.1 System Design 7
3.2 Mongolian System Version 8
4. Research Method 11
4.1 Procedure 11
4.2 Participants and background 12
4.2.1 Chinese Foreign Language in Mongolia 12
4.2.2 Participants 12
4.2.3 Participants background 13
4.3 Design of Experiment 14
4.4 Research Tool 16
4.4.1 Books 16
4.4.2 Flow questionnaire 17
4.4.3 Reading Attitude Scale 17
5. Results and Data Analysis 19
5.1 The impact of Chinese Comic books and Digital Storytelling 19
5.1.1 Reading Attitude 21
5.2 Gender Difference 22
5.3 Summary of the interview: 24
5.4 Books created by students 26
6. Conclusion and Future work 29
6.1 Conclusion 29
6.2 Future work 30
References 31
Appendix 33參考文獻 Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement: Effects of a proposed instructional strategy. Theory and Practice in Language Studies, 7(1), 37-48.
Alexander, J. E., & Filler, R. C. (1976). Attitudes and reading. Newark, Del.: International Reading Association.
Campbell, L. O., Planinz, T., & Miller, M. (2016). Integrated digital storytelling: An active learning strategy for building 21st Century skills. In EdMedia: World Conference on Educational Media and Technology (pp. 1820–1825). Association for the Advancement of Computing in Education (AACE).
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: Jossey-Bass.
Figg, C., & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. Contemporary Issues in Technology and Teacher Education, 10(1), 38–79.
Fusai, C., Saudelli, B., Marti, P., Decortis, F., & Rizzo, A. (2003). Media composition and narrative performance at school. Journal of Computer Assisted Learning, 19, 177– 185.
Lee, J., & Schallert, D. L. (2014). Literate actions, reading attitudes, and reading achievement: Interconnections across languages for adolescent learners of English in Korea. The Modern Language Journal, 98(2), 553-573.
Liu, C. C., Chen, S. L., Shih, J. L., Huang, G. T., & Liu, B. J. (2011). An enhanced concept map approach to improving children’s storytelling ability. Computers and Education, 56, 873–884.
Liu, C. C., Wang, P. C., & Tai, S. J. D. (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies. ReCALL, 28, 104–122.
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of research in reading, 32(2), 199-214.
Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246.
Mayer, R. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–140.
Norton, B., & Vanderheyden, K. (2004). Comic book culture and second language learners. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 201-222). New York: Cambridge University Press.
Robin, B. (2006). The educational uses of digital storytelling. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 709-716). Chesapeake, VA: AACE.
Shelby-Caffey, C., Úbéda, E., & Jenkins, B. (2014). Digital storytelling revisited. The Reading Teacher, 68(3), 191–199.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83, 215-219.
Trevino, L. K., & Webster, J. (1992). Flow in computer-mediated communication: Electronic mail and voice mail evaluation and impacts. Communication research, 19(5), 539-573.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445.
Zhang, J. 1992. Modern Chinese character tutorial. Beijing: Modern Publishing House.指導教授 劉晨鐘(Chen-Chung Liu) 審核日期 2020-7-11 推文 plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
網路書籤 Google bookmarks
del.icio.us
hemidemi
myshare