運用educoco社群平台提升國小六年級寫作動機與寫作表現

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/111655

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Title:	運用educoco社群平台提升國小六年級寫作動機與寫作表現
Other Titles:	Effects of writing motivation and performance with the implementation of educoco platform for 6th graders
Authors:	張惠娟;Chang, Hui-chuan
Contributors:	淡江大學教育科技學系數位學習在職專班徐新逸;Shyu, Hsin-yih
Keywords:	數位寫作;社群學習;專題式學習;digital writing;community learning;Project-Based Learning
Date:	2016
Issue Date:	2017-08-24 23:58:56 (UTC+8)
Abstract:	本研究探討使用educoco社群平台進行作文教學，對提升國小六年級學童之寫作動機及寫作表現之成效，根據教學實驗後所得量化及質性資料加以分析，並對未來欲採用社群平台實施作文領域教學的教師，提出建言與實務經驗。 educoco社群平台的寫作活動流程為:閱讀（議題切入）、探索（網路檢索）、討論（觀點激盪）、展示（呈現表達）、線上評量（同儕互評及教師評量）之專題式學習（Project-Based Learning，簡稱PBL）。故以研究者任教台北市某國小六年級三個班的學生共73人，採準實驗研究法，接受實驗組一（PBL組）、實驗組二（educoco結合PBL組）及對照組（傳統紙筆組）三種不同的教學法，以劉佳玟（2006）所編制的寫作動機調查表與寫作評定量表進行前後測，所得量化資料以One-Way ANOVA單因子變異數做分析，藉此探討不同的作文教學法，對學生學習動機及寫作表現是否有顯著的影響。實驗結果發現：1.運用educoco社群平台、PBL及傳統紙筆之三組學生在寫作動機有顯著差異，而實驗組二在整體寫作動機的前後測進步幅度顯著大於實驗組一與對照組。2.運用educoco社群平台、PBL及傳統紙筆之三組學生在寫作表現有顯著差異，而實驗組二在整體寫作表現的前後測進步幅度顯著大於實驗組一與對照組。此研究結果可提供國小教師及學童，一個更有效率、有趣且突破時空限制的作文翻轉教學模式，提升教與學的品質。關鍵字：數位寫作、社群學習、專題式學習 This study aims to investigate the use educoco community composition-a teaching platform to enhance the sixth grade students’ writing motivation and writing performance. This study is based on the qualitative and quantitative data after the teaching program. The goal of this study is to provide recommendation and practical experience for teachers who will use the platform. The process writing activities of educoco community platform are he PBL learning mode: Reading (agenda)、explore (web explore)、discussion (idea discussion)、display (expression)、 online assessment (peer assessment and teacher assessment). The participants are 73 students, and they are selected from three classes in Taipei, and the author is the teacher in the three classes. This study apply quasi-experimental method: One of the experimental group receive a PBL group, two of the experimental group receive educoco plus PBL, and the control group applies the traditional pen and paper. The writing motivation questionnaire and rating scales were used for the PBL group, educoco+PBL group, and control group, to measure the difference among the pre-test and the post-test by One-Way ANOVA. This study intends to explore whether the different writing approach has a significant impact on students'' learning motivation and writing performance. The results reveal two following findings. First, the three groups have significant difference performance on their writing motivation, group two which apply both educoco platform and PBL has significant improvement than group one and the control group. Second. The three groups have significant difference performance on their overall writing performance, group two has significant improvement than group one and the control group. This research result can provide teachers and pupils of elementary schools with a teaching model of flipped writing, which not only is more efficient, interesting, and unrestricted by time or space, but also improves the quality of teaching and learning. Keywords: digital writing, community learning, project-based learning
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