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    Title: 以部落格進行國一作文同儕互評之行動研究
    Other Titles: An action research of writing composition for 7th grade students using peer-evaluation via web blogs
    Authors: 陳淑娥;Cheng, Su-e
    Contributors: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-ping
    Keywords: 寫作教學;同儕互評;部落格;Writing teaching;Peer assessment;Web blog
    Date: 2009
    Issue Date: 2010-01-11 00:34:14 (UTC+8)
    Abstract: 本行動研究旨在探討於部落格上進行之同儕互評與回饋,對國一學生寫作動機及寫作表現有何影響,冀望作為未來教學及研究之參考。
    寫作的「認知歷程模式」中提出,整個寫作歷程的進行都在個體「後設認知」的監控下進行,發展後設認知有助於寫作表現。而「社會互動模式」理論,則將寫作研究的焦點放在寫作任務的情境背景與社會互動的歷程。文獻指出:同儕回饋對學生作文的學習有正面的幫助,能幫助寫作者自我改進;而審閱他人作品則能促進自我反省。學生分享彼此寫作成品、相互提供回饋,在回饋的歷程中達到相互觀摩的效果,建立寫作者的讀者意識並發展其後設認知,藉此使學習者投入寫作活動中,進而逐漸提升其寫作能力。
    傳統的同儕回饋或互評多是以紙本傳閱的方式進行,隨著網路普及,線上互動已成熟可行,但目前在中文寫作教學中對此研究較少,以致不容易了解線上同儕回饋的效能及實際情況。本研究選擇具有簡易、普遍、架設管理方便、免費等特性,近來相當受矚目的「部落格」技術,來探討線上同儕回饋對學生寫作動機及寫作表現的影響。
    本研究兼採質化與量化的資料蒐集方式,以研究者所任教的國一學生為研究對象,進行寫作教學,學生將作品發表於部落格,進行同儕互評並接受回饋。實驗時間為一學期,共進行四篇部落格寫作及互評。實驗進行前後各以「寫作動機量表」測量,以及完成一篇紙筆作文,依據「作文評分量表」評分,作為前、後測,以了解其在寫作動機及寫作表現的改變。
    研究結果發現:實驗前後學生在寫作動機上並未有顯著改變,而在寫作表現部分除了立意取材之外,總分、結構組織、遣辭造句、格式錯別字方面,則都有顯著的進步。
    This action research explores and analyzes the effects of online peer-evaluation and feedback on 7th grade students’ attitudes towards writing and their performance in composition.
    Based on the cognitive model, a writer’s entire writing process is monitored by his meta-cognition, thus the development of mega-cognition helps improve one’s writing ability. On the other hand, the social-interaction model emphasizes the process in context of the environmental and social-interaction related to writing. Literature shows, peer-evaluation and feedback help students learn and improve their writing ability through reading and giving opinions about each other’s works. As they engage in writing, students are conscious of readers while developing their own mega-cognition as a writer. This results in the improvement of their writing ability.
    Peer-evaluation and feedback used to take place by exchanging written works on paper, and now the same can be provided online. Yet, their effects on teaching writing in Chinese remain unclear as few researches are conducted. This research studies the effects of online peer-evaluation and feedback on students’ attitudes towards writing and their performance in composition by means of Web blogs, which have become popular as they are free and users friendly.
    This research is based on qualitative and quantitative analysis. Subjects of this study are a group of 7th students in the school where the researcher teaches. During the period of one semester, each student published four essays on their Web-blogs, and then proceeding peer-evaluation and feedback. Before and after the experiment, students were tested by an inventory of writing motive. Besides, they wrote an essay by hand writing on paper. The inventory of writing grades the changes in their attitudes towards writing and performance in composition.
    The result of this research shows no obvious changes in students’ attitudes towards writing. With regard to their performance in composition, however, other than selection of materials and topics, it is noted that students make great progress in structures and phrasing while less errors are found in their word choices
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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