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課文本位讀寫整合教學對國小學童寫作能力及寫作正向情緒之影響 = The Effects of Writing Ability and Positive Writing Attitude in Comebination of Text-Based Reading and Writing in Elementaty School Students

林德政 國立臺南大學 教育學系課程與教學教學碩士班 2022[民111]

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  • 題名:
    課文本位讀寫整合教學對國小學童寫作能力及寫作正向情緒之影響 = The Effects of Writing Ability and Positive Writing Attitude in Comebination of Text-Based Reading and Writing in Elementaty School Students
  • 著者: 林德政
  • 國立臺南大學 教育學系課程與教學教學碩士班
  • 主題: 讀寫整合教學 寫作能力 寫作正向情緒; Text-based Reading-Writing instruction Writing Ability Positive Emotion in Writing
  • 描述: 本研究以準實驗研究的方式，以三年級學生為對象，實地在教室中實施課文本位讀寫整合課程之實施，探討以課文為本位的讀寫整合活動對於學生寫作能力以及寫作正向情緒之影響、在實施歷程中可能遭遇的難題、研究者的轉變等問題，持續三個月的實驗研究，檢驗以課文為本位，進行讀寫整合增進寫作教學能力的可行性與成效。 本研究以台南某國小三年級學生為調查對象，以研究者改編自鄭依琳(2016)的「國小學生寫作策略使用量表」、以及由楊坤堂、李水源、張世彗、吳純純(2003)編製「國小兒童書寫語文能力診斷測驗-第二版」為工具，進行調查研究，研究者採準實驗研究法，以臺南市永康區某國小三年級 2 個班共計 42 名學生為對象，一班為實驗組、一班為控制組，採用不等組前、後測實驗設計，實驗組由研究者進行12 週「課文本位讀寫整合實施教學」實驗處理，控制組則由原班教師進行寫作教學。資料採共變數分析方法，了解寫作正向情緒與寫作能力之影響。研究結果歸納如下： 一、 課文本位讀寫整合寫作教學有助寫作能力；二、課文本位讀寫整合寫作教學可促進寫作正向情緒的建立。
    This study aimed to to find out the effects of writing ability and positive emotion in Text-based integrated reading-writing instruction in third grade of elementary school by using quasi experiment. The experiment lasted for three months. During this period of time, the researcher may face difficulties and the changing of himself. During the experiment, Text-based integrated reading-writing instruction was applied in class to test the effect of feasibility and initiative. This study, taking third graders in the elementary school in Tainan City within the implementation of the curriculum as the main research object, attempts to investigate the effects of writing ability and positive emotion in Text-based integrated reading-writing instruction. By using Cheng,Yi-Lin’s(2016) integrated writing model’s and Yang’s (2003) Written Language Ability Diagnostic Test for Children as my research instrucment, 42 students from two classes were participated in this study. One class served as an experiental group, another class served as a control group. By using quasi-experimental research, Experimental group were applied Text-based integrated reading-writing instruction in class. The controlled group were using taught with traditional writing model in class. The data was analyze by using covariance. The study result shows: 1. Text-based integrated reading-writing instruction had improved students’ writing ability. 2.Text-based integrated reading-writing instruction had improved students' positive emotion in writing.
  • 出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班.
  • 建立日期: 2022[民111]
  • 格式: 189面 : 表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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