| 摘要: | 在十二年課綱的推廣下，教育已逐漸邁向培養學生具有自主學習的能力，也希望學生能透過與他人合作，獲得知識，並應用於生活當中，而知識翻新理論正是強調學生想法的產出與社群的交流，以及自主學習的重要性。此外，在教育現場中，往往發現年紀小的學生若想述說資訊量較為豐富的內容時，口語表達能力較不流利，也無法完整敘述出欲表達內容，或是沒辦法準確地說出主要的重點。因此，本研究旨在探討知識翻新導向的數位說故事學習活動對於國小三年級學生知識翻新學習環境覺知、口語敘事表達能力、合作表現與在線上討論平台上之知識翻新學習歷程分析的影響。
本研究採用實驗方法為準實驗研究法，研究對象為兩班國小三年級學生，其中一班為實驗組共二十六人，另一班為對照組共二十六人。研究對實驗組實施八週的「知識翻新導向的數位說故事」學習活動，對照組實施八週的「一般傳統之數位說故事」學習活動，研究分析包括量化資料，以及質性資料轉量化分析，分別於教學前與教學後施測「知識翻新學習環境覺知問卷」、「口語敘事表達之數位說故事內容」以及「合作問卷」，並在教學後探討學生在線上討論平台上的「知識翻新學習歷程」。研究資料經處理分析後，得研究結果如下：
一、「知識翻新導向的數位說故事」學習活動對於學生的知識翻新學習環境覺知有明顯的顯著結果。
二、相較於「一般傳統之數位說故事」學習活動，「知識翻新導向的數位說故事」學習活動更能有效提升學生的口語敘事能力。
三、「知識翻新導向的數位說故事」學習活動與「一般傳統之數位說故事」學習活動在合作表現上皆有顯著結果，但比較兩種不同的學習活動之數據，則無顯著效果。
四、「知識翻新導向的數位說故事」學習活動之知識翻新學習歷程分析上，在「想法的產生→想法的改進」以及「社交談話→社交談話」兩者的行為表現具有顯著結果。
最後，本研究也建議教學者可以基於知識翻新理論，設計與數位說故事相關的學習活動，並以學生有興趣，或是與學生生活相關的主題著手，藉此提升學生的合作表現，以及口語敘事表達能力，並在學習過程中增加個人反思以及小組反思的活動，檢視所獲得之學習內容，更能提升數位說故事所產出之作品質量和對社群成員共同獲得知識、完成任務的認同感。
;Under the promotion of the 12-Year Basic Education, education has gradually moved towards cultivating students′ ability to learn independently, and hopes that students can acquire knowledge through collaboration with others and apply it to their lives. The theory of knowledge building emphasizes improvable ideas, community knowledge and epistemic agency. In addition, it is often found in the education field that younger students may not be fluent in oral expression when they want to describe content with a richer amount of information, and they may not be able to fully express their intended content, or accurately state the main points. Therefore, this study aims to explore the impact of digital storytelling learning activities based on the knowledge building oriented on the knowledge building learning environment perceived, oral narrative skills, collaborative performance and knowledge building learning process analysis on the collaboration exploration platform of elementary school students in third-grade.
This study used experimental methods as a quasi-experimental research method. The subjects were two classes of third-grade elementary school students, one class consisting of 26 students as the experimental group and the other consisting of 26 students as the control group. The experimental group was given eight weeks of "digital storytelling based on the knowledge building oriented" learning activities, while the control group was given eight weeks of "general traditional digital storytelling" learning activities. The research analysis included quantitative data and qualitative data conversion analysis, and "knowledge building learning environment experience questionnaire", "digital storytelling content for oral narrative skills" and "collaborative learning experience questionnaire" were administered before and after teaching. In addition, the "knowledge building learning process analysis " of students on the online discussion platform was explored after teaching. After processing and analyzing the research data, the research results are as follows:
1. The "digital storytelling based on the knowledge building oriented" learning activity has significant results on students′ knowledge building learning environment perceived.
2. Compared with the "general traditional digital storytelling" learning activity, the "digital storytelling based on the knowledge building oriented" learning activity can effectively improve students′ oral narrative skills.
3. The "digital storytelling based on the knowledge building oriented " learning activity and the "general traditional digital storytelling" learning activity both have significant results in collaborative performance, but comparing the data of the two different learning activities shows no significant effect.
4. The knowledge building behavioral sequence analysis of the "digital storytelling based on the knowledge building oriented" learning activity has significant results in the behavior performance of "idea generation → idea improvement" and "social talk → social talk."
Finally, this study suggests that educators can design learning activities related to digital storytelling based on the knowledge building oriented, focusing on topics that really interest to students or relevant to their daily lives. By doing so, students′ collaborative performance and oral narrative skills can be enhanced, and personal and group reflection activities can be incorporated to examine the acquired learning content, which can further improve the quality of their digital storytelling outputs and enhance their sense of community identification. |
