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姓名 劉振釗(Chan-Chio Lao)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 一對一數位教室中的主題句學習
(Learning Topic Sentences in One-to-One Digital Classroom)
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摘要(中) 本研究是針對小學國語文學習提出一個電腦支援學習的模式,當傳統老師的角色轉換成一個規劃者,學生不再是一個被動的學習者,反而需要主動去學習。老師會變成一個協調角色,而學生將會變成主角。在無縫式電腦支援合作學習(MCSCL)的基礎下,這個研究包括一個加強國小學生找段落主旨能力的學習模式設計,透過同儕各自相互討論,學生能夠把他們的國語文段落大意能力進一步提升。在進行這個學習模式的前後,國小四年級學生會進行前測與後測評量這個學習方法的效果。因此,這個研究是去針對這個學習模式提出確切設計方法,以及實驗環境的建置,當中遇到的問題,實際發生的狀況也會一併描述,在此研究後半部分會進行資料分析,及進行討論與探討。
摘要(英) This study was to describe a computer supported model and an initial pilot study on Chinese learning. While the traditional role of a teacher, he/she is being changed into an organizer; students will not be a passive listener, but an active learner. Teacher plays a role of coordinator, while the students are the main actors. From the basis of MCSCL, this study was designed to enhance elementary student’’s skill on finding topic sentences. During the peer discussion among the students, those grade 4 students would take a pre-test and a post-test to examine the result for this experiment. Hence, this study was to describe the design and the setting of experiment, the facts that the researchers found, and the conditions in this experiment will be discussed and analyzed.
關鍵字(中) ★ 合作學習
★ 個人學習
★ 知識建構
★ 知識衝突
★ 國語文學習
★ 同儕學習
★ 無縫式電腦支援合作學習
關鍵字(英) ★ individual learning
★ peer learning
★ peer discussion
★ chinese learning
★ conflicts
★ mcsl
論文目次 Table of contents i
Table of Contents (Tables) iv
Table of Contents (Figures) vi
Section 1 Introduction 1
1.1 Background 1
1.2 History 7
1.3 Research Questions 13
1.4 Research Limits 15
Section 2 Literature Review 17
2.1 Different Levels on Reading 17
2.2 Constructivism and Social Development Theory 18
2.3 Computer Supported Collaborative learning 24
2.4 Learning by Peer Discussion 31
2.5 Negotiating Strategies 33
2.6 Knowledge Conflicts 35
2.7 Reviews on the Definition of Topic Sentences 36
Section 3 The Model by Topic Sentence 38
3.1 Model 38
3.2 Tuning of Model 43
3.3 Connection between the System and the Teacher 45
Section 4 System Design 47
4.1 Overview and the Student Framework 47
4.2 Structure of the Focused Reading Block 48
4.3 Implementations 55
4.4 Technical Problem Solving 56
4.5 Tuning for Application 57
Section 5 Experimental Design 59
5.1 Classroom Settings and Preparations 59
5.2 System Environment 67
5.3 Assessment 67
5.4 Progress 69
Section 6 Result and Analysis 73
6.1 Encountered Problems 73
6.2 Results on Skills of Understanding (Accuracy) 76
6.3 Results on Skills of Understanding (Efficiency) 80
6.4 Results on Skills of Understanding (Negotiation) 82
6.5 Results on Student’s Attitude (Motivation) 88
6.6 Results on Student’s Attitude (Classroom Management) 91
6.7 Results on Student’s Attitude (Computer Synchronization) 92
6.8 Results on Individual Topic Sentence Scaffolding 93
6.9 Results on the Statistics Affecting the Learning Activity 94
6.10 Review 97
Section 7 Discussion and Future Work 99
7.1 Discussion and Unsolved Problems 99
7.2 Weakness 100
7.3 Future Work 100
References 102
Appendix 1 Field Record of Researchers 112
Appendix 2 Sheet of Interviewing Elementary School Children 118
Appendix 3 Content Examples and Pre-Set Topic Sentences 120
Appendix 4 Pre-test on the Skill of Topic Sentences Selection 125
Appendix 5 Post-test on the Skill of Topic Sentences Selection 128
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指導教授 陳德懷、柯華葳、辜玉旻
(Tak-Wai Chan、Hwa-Wei Ko、Yu-Min Ku)
審核日期 2009-7-21
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