同儕聊作品對於國小低年級學童在故事修改的影響

Investigate the Effect of Peer Discussion Activity on Children’s Story Revision

過去許多研究指出，透過同儕回應將有助於提升學生在作文的書寫長度與內容品質，然而，卻鮮少將此機制應用於國小低年級學生。本研究的目的在於探索同儕回應機制在低年級學童創作故事活動的可能性與局限性，故發展「同儕聊作品」模式並運用於塗鴉寫作活動中。研究對象為某國小二年級56位學生，進行一學期的五次故事創作活動。研究結果發現：一、實驗組學生在後測的文章字數顯著高於對照組學生；二、實驗組學生在五個塗鴉寫作主題的定稿平均長度顯著高於初稿長度；三、實驗組學生能逐漸自行給予評語而不仰賴系統鷹架，且多給予糾正類型的評語。此外，本研究討論如何透過同儕互評機制來幫助低年級學生進行作文修改。最後，針對教學與研究提出後續建議與限制。

Peer response could effectively increase text’ length and quality. However, previous studies majorly focused on older students rather than younger learners. Hence, we designed peer response scaffolding to assisting 2nd-grade students in learning how to give suggestions. The research conducted into an experimental group and a control group to investigate the effect of peer discussion activity on children’s story creation. The results showed: (1) Regarding posttest, the number of words in the experimental group was significantly higher than that in the control group; (2) Regarding five writing themes, the average length of the revised texts was significantly higher than the first draft in the experimental group; (3) The experimental group could gradually give their own Comments. Therefore, this study discussed how to help lower graders revise their compositions through peer discussion and provided following suggestion and limitation for teaching and research.