提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響;The Effect of Integrating Scaffolded Questioning into Digital Reading and Writing System on Lower Grade Students′ Language Ability

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題名:	提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響;The Effect of Integrating Scaffolded Questioning into Digital Reading and Writing System on Lower Grade Students′ Language Ability
作者:	李佳霙;Lee, Chia-Ying
貢獻者:	網路學習科技研究所
關鍵詞:	鷹架教學;數位化學習;Theory of the scaffolding;Digital Learning
日期:	2018-08-07
上傳時間:	2018-08-31 14:53:00 (UTC+8)
出版者:	國立中央大學
摘要:	隨著時代的演變，數位化學習漸漸成為教育的一種方式，許多研究皆指出透過數位遊戲的設計，能夠引起學生學習動機，也可以讓學生更易進入心流學習狀態。本實驗對象是國小一年級學生，教師在教學的過程中運用鷹架教學理論，引導學生閱讀寫作的方法，學生產出紙本的作品後，進入使用系統的流程。本研究目的有二，一為經過提問式鷹架教學結合數位閱讀寫作系統課程後，實驗組和對照組的學生在國語文學力檢測上是否有所差異？二為實驗組學生對於使用數位閱讀寫作系統的感受為何？其中感受分為注意、相關、信心和滿足四個面向。此研究所使用的系統是明日星球裡的「明日書店」和「說書人」，實驗為期三個學期，每個星期使用一次明日星球。本研究以學生一年級上學期的期末考國語成績為起點行為，後測則使用教育部所辦理的學力檢測檢驗學生的語文能力表現，並與沒有使用明日星球的班級做對照比較；系統感受方面，讓學生填寫針對明日星球的ARCS動機問卷。在學力檢測報告上可看出實驗組在形音對應、字詞理解和語句理解方面大多高於對照組；ARCS動機問卷結果也顯示大部分的學生都喜愛使用明日星球，也瞭解明日星球的使用方式。其表示透過提問式鷹架教學和使用明日星球系統能夠幫助學生進行語文學習，並且學生大多樂於使用系統。關鍵字：鷹架教學；數位化學習；明日星球；ARCS動機問卷；學力檢測 ;With the evolution of the times, digital learning has gradually become a promising way of education. Many studies have pointed out that the design of digital games can motivate students to learn better, and it can also make it easier for students to enter the “flow” state of mind. The subject of this study is grade one students in elementary school. The teacher implemented scaffolding in the teaching process to guide students to read and write. After students produce paper works, they enter the process of using the digital system. The purpose of this study is two. One is the difference between the students in the experimental group and the control group in the detection of Mandarin literacy after the Scaffolded Questioning into digital reading and writing system. Second, what is the experience of the experimental group students in using the digital reading and writing system? The feelings are divided into four aspects: attention, relevance, confidence and satisfaction. The system used in this study is the "My-Bookstore" and "Storyteller" in The Planets of Tomorrow. The experiment lasts for three semesters. The Planets of Tomorrow is used once a week. In this study, the first grade Mandarin final exam scores are taken as the starting point. The latter measure uses the scholastic ability of the Ministry of Education to test the language performance of the students, and compares it with the class that does not use the Planet of Tomorrow ; by asking students to fill out the ARCS Motivation Questionnaire for the Planet of Tomorrow to know their feeling of the system. In the scholastic test report, it can be seen that the experimental group is mostly higher in shape, sound, words, and sentences than in the control group; the ARCS motivation questionnaire also shows that most students like to use the Planet of Tomorrow and understand the use of it. It stated that through Scaffolded Questioning into digital reading and writing system, students can learn Mandarin better, and students are generally happy to use the system. Keywords: Theory of the scaffolding ; Digital Learning ; the Planet of Tomorrow; ARCS Motivation Questionnaire; Academic Strength Test
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