本研究旨在利用電腦與網路的特性，設計與建置一個網路化的寫作學習環境，此寫作環境包含了五個功能模組，分別是：寫作模組、評量模組、專家模組、工具模組、及系統管理模組。在寫作模組裡提供三項寫作主題，讓小學生能夠自由的在網路上進行寫作，在所設計的寫作主題裡進一步去培養個人的基本能力。 在所設計的評量模組裡還提供數種評量模式，其中所設計的專家評量，能夠給予小學生一些適當的評量及評語，可以讓小學生看了以後，用來作為下次寫作時參考的依據。另外評量模式還包括了同儕互評以及自評這兩部分，其中同儕互評的設計是透過觀摩別人的文章，然後針對所設計的評分項目，包括文章的修辭、組織結構及內容等給予評分以及一些意見。而自評的設計能夠讓他們給予自己文章的評量，進而學習檢視自己寫作文章時的優缺點。這兩種評量模式都是希望透過寫作過程理論(writing process model)裡所提到的「回顧」的寫作過程，讓小學生去回顧檢視文章裡的修辭、句子 及內容等，讓文章的品質提高。 在評量系統的實施結果裡發現，透過互評的機制，大部分的小學生確實能夠達到文章回顧的過程。而從專家評與互評的分數之間的統計來看，彼此之間並沒有顯著的差異，這顯示專家與小學生之間對文章有相同的看法，也表示本研究所提出的評分項目在專家與小學生之間看法一致。另外，自評的分數比起專家評與互評的分數來看則普遍的偏高，這與研究者預期的結果相符。 The purpose of this thesis is to design and develop a web-based writing environment. This environment includes five functional modules, those are writing module, assessment module, expert module, tools module and system management module. This writing environment provides three writing subjects for helping students writing on the internet. At the design of writing subject is to achieve the personal ability. In this writing environment, several assessment are provided. The design of expert assessment gives some appropriate comments and grades for students. This will help them improve writing skills. Besides, the system provides peer assessment and self assessment. The design of peer assessment is to inspect from other students’ articles, and gives their assessment item grades and comments, this assessment item include article’s rhetoric, organization of structure and content, whereas the design of self assessment can give students chance to assess their articles for checking their strength and weaknesses on writing. In this two assessment modules, the purpose is to let the students reviewing rhetoric, sentence and content of their articles through the writing process of “reviewing”, them improve the quality of articles. At the result of assessment module, through peer assessment most students can achieve an article reviewing process. It is no significant differences between expert assessment and peer assessment, it means that expert and students have the same views in articles. It also means that they have the same views in the design of assessment items. Besides, as predicted the grades of self assessment is higher then the grades of expert and peer assessment.
