博碩士論文 91127002 詳細資訊




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:4 、訪客IP:3.233.229.90
姓名 王瑀(Yu Wang)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 以同儕互評與討論提升小六學童之寫作表現 ~以行動學習輔具教室為例
(Applying peer assessment and peer discussion to promot the writing performance of six-grade students.~The example of Mobile learning device classroom )
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摘要(中) 本研究的主要目的在探討「同儕互評」以及研究者所發展之「同儕互評討論模式」對國小六年級學童之說明文寫作表現,以及對寫作與課程之看法的影響,並根據研究結果提出具體建議,以提供未來實施同儕互評於寫作教學上之參考。
研究者所提出之「同儕互評討論模式」主要整合寫作認知歷程理論、同儕互評與同儕討論之相關研究為核心所建構而成,並結合行動學習輔具教室之優勢,以期對同儕互評與討論歷程提供最有利的協助。
本研究以台北市某國小六年級兩個班級為研究對象,採準實驗研究設計中的不等組前後測設計,將參與研究的兩個班級,區分成互評組和互評討論組,分別實施「同儕互評」以及「同儕互評討論模式」,以了解在國小階段之寫作課程實施同儕互評與討論,對學童寫作能力之影響。
前後共實施10週的實驗教學,資料蒐集與分析兼採質化與量化之方式,分別簡述如下:
1.應用「說明文評分標準」進行寫作能力前後測之測量,以前測為共變數,將前測差異影響予以排除,進行單因子獨立樣本共變數分析,以了解兩組受試寫作能力之差異情形。
2.應用研究者自編之課程意見調查表,以單因子獨立樣本t考驗分析課程回饋問卷結果,了解兩組受試者看法上的差異情形。
3.以言談分析方法分析同儕討論之言談內容,以了解同儕討論對寫作互評歷程之促進效果。
本研究之結果如下:
1.互評討論組之整體寫作表現顯著優於互評組。
2.互評討論組之中低分群學生,在文字修辭之寫作表現,顯著優於互評組之中低分群學生。
3.互評討論組之高低分群學生,在組織結構之寫作表現,顯著優於互評組之中低分群學生。
4.互評討論組之高低分群學生,在內容思想之寫作表現,顯著優於互評組之中低分群學生。
5.互評討論組對寫作與課程之看法,顯著優於互評組
研究結果顯示,在國小階段之寫作課程單獨實施同儕互評,在應用評分標準方面有部分的效果,但加入互評後之同儕討論,可有助於學生對回饋與評分標準的理解,增進同儕互評的成效,促使本研究所發展之同儕互評討論模式能運作得更好,進而提升小六學童之說明文寫作能力。
摘要(英) The main purpose of this study was to explore the effects, on writing performance and attitude, of “peer assessment” and “the model of peer assessment with discussion” developed by the researcher. According to the results, the research provided some suggestions and future researches about the implementation of peer assessment during writing instruction.
The subjects were 63 six grade students of two classes from wan-feng elementary school in Taipei City. The research was pretest-posttest design with two nonequivalent groups of quasi-experimental design. The subjects were divided into two groups. The first experimental group(N=33)accepted the instruction of “peer assessment”, while the second experimental group(N=30) accepted the instruction of “The Model of Peer Assessment and Discussion”.
The experiment continued with ten weeks, the data were analyzed as follow:
1.The criterion of writing performance for expository articles was used to measure the writing performance during pretesting and posttesting , and applying twelve one-way ANCOVA statistics to test the divergence of two groups on posttesting.
2.The questionnaire of curriculum was used to measure the attitude of writing and curriculum, and applying t-test to test the divergence of two experimental groups.
3.Applying “the method of discourse analysis” to analysis the content of peer discussion.
The findings were as follows:
1.The whole writing performances of the second experimental group were better than the first experimental group.
2.The middle grade and low grade students of second experimental group were better than the middle grade and low grade students of first experimental group on the performance of rhetoric.
3.The high grade and low grade students of second experimental group were better than the high grade and low grade students of first experimental group on the performance of structure.
4.The high grade and low grade students of second experimental group were better than the high grade and low grade students of first experimental group on the performance of content.
5.The second experimental group were better than the first experimental group on attitude of writing and curriculum.
The result above illustrated some meaning as follow:
The peer discussion after peer assessment promote the effect of “The Model of Peer Assessment and Discussion” developed by the researcher, also help the development of the writing performance of students. According the results of the research, the researcher also proceed the discussion, and provide some recommendations for instruction and research in the future.
關鍵字(中) ★ 同儕互評
★ 同儕討論
★ 行動學習輔具教室
★ 寫作
關鍵字(英) ★ Mobile learning device classroom
★ peer discussion
★ peer assessment
★ writing
論文目次 目 錄
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 6
第三節 重要名詞釋義 7
第四節 研究限制 10
第二章 文獻探討 11
第一節 寫作認知歷程理論探究 11
第二節 同儕互評 18
第三節 同儕討論 26
第四節 模式建構與發展 36
第三章 研究方法 44
第一節 研究方法說明 44
第二節 研究流程 46
第三節 研究對象與分組 47
第四節 研究設計與實施 48
第五節 研究工具 54
第四章 結果與討論 62
第一節 結果 62
第二節 討論 79
第五章 結論與建議 107
第一節 結論 107
第一節 建議 110
參考文獻 115
中文文獻 115
英文文獻 118
附錄 ----------124
附錄一 課程回饋問卷 124
附錄二 課程回饋問卷「對寫作的看法」百分比統計 126
附錄三 課程回饋問卷「對自評與互評的看法」百分比統計 127
附錄四 課程回饋問卷「對評分標準應用的看法」百分比統計 128
附錄五 課程回饋問卷「對同儕討論的看法」百分比統計 128
附錄六 研究時程表 129
附錄七 互評訓練課程教學設計 131
附錄八 教師教學觀察紀錄表 135
附表目次 ----------
表2-1 不同教室情境實施同儕互評之分析比較 25
表2-2 科技支持同儕互評討論模式之效益分析表 42
表3-1 研究對象人數統計表 47
表3-2 各次寫作題目列表 49
表3-3 寫作與互評課程教學流程表 50
表3-4 同儕討論指導重點分析表 51
表3-5 實驗組別差異分析表 53
表3-6 說明文寫作評分表 54
表3-7 說明文評分標準與大考中心成績相關係數表 55
表3-8 兩位評分專家教師在說明文評分標準之評分者信度 56
表4-1 兩組前後測寫作表現之平均數、標準差 63
表4-2 兩組在寫作表現前測之迴歸係數同質性考驗摘要表 64
表4-3 兩組整體寫作表現之共變數分析摘要表 64
表4-4 兩組高分群寫作表現前測之回歸係數同質性考驗摘要表 65
表4-5 兩組高分群學生寫作表現共變數分析摘要表 66
表4-6 兩組中分群寫作表現前測之回歸係數同質性考驗摘要表 66
表4-7 兩組中分群學生寫作表現共變數分析摘要表 67
表4-8 兩組低分群寫作表現前測之回歸係數同質性考驗摘要表 67
表4-9 兩組低分群寫作表現之共變數分析摘要表 68
表4-10 對寫作之看法問卷t考驗結果摘要表 69
表4-11 對自評與互評之看法問卷分析t考驗結果摘要表 71
表4-12 評分標準應用之看法問卷分析t考驗結果摘要表 73
表4-13 對同儕討論之看法問卷分析結果摘要表 74
表4-14 同儕討論內容分類統計表 77
表一 對寫作的看法百分比統計表 126
表二 對自評與互評的看法百分比統計表 127
表三 對評分標準應用的看法百分比統計表 128
表四 對同儕討論的看法百分比統計表 128
表五 行動學習輔具與寫作互評教學研究時程表 129
表六 行動學習輔具與寫作互評教學研究互評訓練課程設計 131
表七 研究教師教學觀察與思考紀錄表 135
附圖目次 ----------
圖1-1 行動學習輔具教室環境架構示意圖 8
圖1-2 行動學習輔具(平板電腦) 9
圖2-1 寫作的認知歷程模式 12
圖2-2 寫作反思歷程中的雙重問題空間模式 14
圖2-3 同儕互評討論模式圖 37
圖3-1 研究流程圖 46
圖3-2 線上寫作與互評網站架構圖 57
圖3-3 快樂小作家寫作書房主畫面 57
圖3-4 編輯與上傳文章介面 58
圖3-5 評分介面 58
圖3-6 標註評分意見功能 59
圖3-7 同儕互評介面 59
圖3-8 評分結果彙整介面 60
圖3-9 修訂文章介面 60
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指導教授 劉子鍵、柯華葳
(Tzu-Chien Liu、hwa-wei Ko)
審核日期 2004-7-19
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