基於知識翻新理論的合作論證學習活動對於國小高年級學生英語議論文寫作表現之影響：以基因改造食品議題為例;Improving Elementary School Students′ English Argumentative Writing Performance through Knowledge Building and Collaborative Argumentative Activities. Take Genetic Modification Food as an Example.

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/89987

Title:	基於知識翻新理論的合作論證學習活動對於國小高年級學生英語議論文寫作表現之影響：以基因改造食品議題為例;Improving Elementary School Students′ English Argumentative Writing Performance through Knowledge Building and Collaborative Argumentative Activities. Take Genetic Modification Food as an Example.
Authors:	林宛萱;Lin, Wan-Syuan
Contributors:	網路學習科技研究所
Keywords:	知識翻新;英語議論文寫作;合作論證;社會性科學議題;雙語教學;Knowledge building;English argumentative writing;collaborative argumentative activities;social scientific issues;bilingual education
Date:	2022-07-26
Issue Date:	2022-10-04 12:06:55 (UTC+8)
Publisher:	國立中央大學
Abstract:	在2030雙語國家政策推動之下，學生的英語文能力越來越受到重視，「寫作」是語文學習的綜合表現與應用，學生在撰寫英語議論文的過程中，可以將腦海中抽象的想法轉化為書面上具體的論點。因此，本研究旨在探討基於知識翻新理論的合作論證學習活動，對於國小高年級學生知識建構學習環境經驗、英語寫作自我效能以及對英語議論文寫作表現的影響。本研究採用實驗研究法之準實驗設計，研究對象為兩班國小五年級學生，其中一班為實驗組共二十六人，另外一班為對照組共二十六人。本研究分別對兩班實施七週「基於知識翻新理論的合作論證學習活動」以及「基於知識翻新理論的傳統論證學習活動」，研究分析資料包括質性及量化資料，分別為教學前與教學後撰寫之「知識建構學習環境的經驗問卷」、教學前與教學後施測之「英語寫作自我效能量表」和「英語議論文寫作的文章」。研究資料經處理分析後，得研究結果如下：一、相較於「基於知識翻新理論的傳統論證學習活動」，「基於知識翻新理論的合作論證學習活動」對於學生知識建構學習環境的經驗未能有顯著效果。二、相較於「基於知識翻新理論的傳統論證學習活動」，「基於知識翻新理論的合作論證學習活動」更能顯著提升學生的英語寫作自我效能。三、相較於「基於知識翻新理論的傳統論證學習活動」，「基於知識翻新理論的合作論證學習活動」更能顯著提升學生的英語議論文寫作架構、質量與字數。最後，本研究也建議教學者在國小英語寫作教學上，可以參考基於知識翻新理論的合作論證學習活動，並融入社會性科學議題，藉此提升學生英語議論文的寫作成效。研究者也建議未來可以增添蒐集學生「非形式推理」能力以及增加個人反思與小組反思，並採取更多元的教學策略，以提升學生英語議論文寫作的質與量。 ;The government has launched the Bilingual 2030 policy; therefore, Students’ English ability are considered to become much more important. “Writing” is the comprehensive performance and application of language learning. In the process of writing English argumentative essays, students can transform abstract ideas in their minds into concrete arguments on writings. Therefore, This study mainly investigated the effects of knowledge building theory and argumentative activities on elementary school students’ experience about knowledge building environment, English writing self-efficacy, and argumentative writing ability toward English learning. This study was conducted with a quasi-experimental research design. The research subjects were fifty-two fifth graders. Twenty-six students in one class were assigned to be experimental group, while the other class were assigned to be control group. The research treatment was conducted for seven weeks of “knowledge building theory and collaborative argumentative activities” and “knowledge building theory and traditional argumentative activities”. The research data contained qualitative and quantitative data , which were “the experience of knowledge building environment”, “English writing self- efficacy” and “English argumentative essays” for pre-tests and post-tests. After the research data was processed and analyzed, the research results are as follows. 1. Compared to “knowledge building theory and traditional argumentative activities”, “knowledge building theory and collaborative argumentative activities” cannot significantly improve students’ experience of knowledge building environment”. 2. Compared to “knowledge building theory and traditional argumentative activities”, “knowledge building theory and collaborative argumentative activities” can significantly improve students’ English writing self-efficacy. 3. Compared to “knowledge building theory and traditional argumentative activities”, “knowledge building theory and collaborative argumentative activities” can significantly improve students’ argumentative writing structure and quality. Finally, This study suggests that teachers should pay more attention on English writings for Elementary school students. Teachers could combine Knowledge building theory, argumentative activity and social scientific issues to improve the efficiency of English argumentative writing. Therefore, this study also suggests that future instructors could collect more research data about “informal reasoning” , “group reflection” and “individual reflection”. Moreover, instructors should utilize multiple teaching strategies to promote students’ English argumentative writing performance.
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