「整合電腦與心智繪圖之寫作教學方案」對國小中年級學生寫作成效之影響

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「整合電腦與心智繪圖之寫作教學方案」對國小中年級學生寫作成效之影響
著者: 黃玉萱; Huang, Yu-hsuan
歐陽誾; Yin Ou-Yang; 教育學系課程與教學碩士班
主題: 寫作態度; 寫作成效; 電腦輔助學習; 心智繪圖; 國小學童; Computer-assisted Learning; Mind mapping; Writing achievement; Elementary school students; Writing attitude
描述: 本研究主要目的在於比較傳統寫作組、心智繪圖寫作組、整合電腦與心智繪圖寫作組三組的寫作成效和寫作態度之差異，並探討整合電腦與心智繪圖之寫作教學方案對實驗組在寫作成效與態度之改變情形，並藉由教師的教學日誌及學生的訪談中，深入了解遭遇的問題及解決方式與建議，期能作為其他教師在實施上的參考依據。本研究以台南大學附設實驗國民小學四年級102名學生為研究對象，分為實驗組33人、對照組一34人，對照組二35人，共進行6次寫作，並利用寫作評分表、寫作態度量表、教學日誌、學生訪談進行資料的蒐集。其研究發現如下：一、整合電腦與心智繪圖寫作組之寫作成效顯著優於傳統寫作組。二、整合電腦與心智繪圖寫作組之寫作成效顯著優於心智繪圖寫作組。三、整合電腦與心智繪圖寫作組寫作成效確實有顯著的進步。四、傳統寫作組、心智繪圖寫作組、整合電腦與心智繪圖寫作組三組之寫作態度後測成績並無顯著差異。五、整合電腦與心智繪圖寫作組寫作態度有顯著提升。六、教師對此方案的看法中提出心智繪圖促進寫作內容多樣化、電腦寫作教師可立即回饋、學生彼此互動性增加、整齊的版面可使一些學生對自己寫作能力具正向效果。不過，需花時間訓練學生、網路的不穩定、學生補寫時間受限等也是缺點。七、學生對此方案的看法中提出心智繪圖讓寫作變簡單的感覺，電腦寫作快速方便、但視力可能會變差是其缺點。最後，根據本研究的結果，分別在以下三部份提出建議：一、對學校資訊設備管理的建議定時且完善的設備檢查可減低上課的困擾。二、對教學者的建議配合寫作教學，整合電腦與心智繪圖之寫作教學方案的實施可改善傳統寫作教學的一些缺失，而在實施此方案前，可搭配語文課練習心智繪圖，以熟悉其繪製的原則、步驟，此外，對於文書處理的能力，事先有計畫的訓練是相當重要的。至於上課時間，可選擇上午3、4節，讓學生午休，作充分的休息。然而，為了兼顧語文教育中的書寫能力，可讓學生電腦寫作完成後再次的謄寫於作文本上。三、對未來研究的建議在研究對象方面，可以對學生的語文成就能力、電腦使用能力、性別等作進一步的比較分析；在研究設計方面，可再針對曾用電腦寫作且有進步的學生進行紙筆寫作，進一步觀察其寫作能力保留與遷移的情形。
The main purposes of this research were (1) to investigate the differences of writing achievement and writing attitude among the traditional writing group, the mind-mapping writing group, and the integrating computer and mind mapping writing group; (2) to explore the writing achievement and writing attitude of the integrating computer and mind mapping writing group; (3) to discuss both teacher and students’ opinions and comments about the composition program. The subjects were 102 forth grade students from The Affiliated Experimental Elementary School of National University of Tainan. The research was pretest-posttest design with three nonequivalent groups of quasi-experimental design. The subjects were divided into three groups. The experimental group（n=33）received the integrating computer and mind mapping writing group; while the control group 1（n=34）received mind-mapping writing treatment, and the control group 2（n=35）received traditional writing treatment. There were six writing articles. During the period of writing instruction, the data about writing scoring tables, writing attitude scales, students’ interviews and the teaching daily record were collected.The research findings were as follows: 1. The experimental group was better than the traditional writing group on the results of writing achievement.2. The experimental group was better than the mind-mapping writing group on the results of writing achievement.3. The integrating computer and mind mapping writing group did show significant progress on the writing achievement.4. The differences of writing attitude among the three writing groups were very small.5. The integrating computer and mind mapping writing group did show significant progress on the writing attitude.6. The teacher proposed the opinions about the composition program including mind-mapping made the writing content vary from person to person, computer writing could receive teacher feedbacks right away, the interaction between students was increasing, neat and tidy writing made students have good writing attitude. Nevertheless, the flaws including needs taking time to train students extra new skills, network unstableness, the unfinished students could not write in any time. 7. The students proposed the opinions about the composition program including mind-mapping made the writing more easier, computer writing could save a lot of time to pick words in the dictionary, very convenient and fast to change the contents. Nevertheless, computer writing may let the sight become weak. Finally, according to the results of the study, suggestions to the computer manager of schools, teachers, and advanced studies in the future were proposed.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5345
資源來源: NUTN IR

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「整合電腦與心智繪圖之寫作教學方案」對國小中年級學生寫作成效之影響

黃玉萱; Huang, Yu-hsuan 歐陽誾; Yin Ou-Yang; 教育學系課程與教學碩士班 2005

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