透過塗鴉寫作促進學童的語言與溝通發展：一個實踐應用觀點   全文下載

From Drawing to Writing to Promote Children’s Development of Language and Communication Skills: An Applied Perspective

本研究聚焦於數位科技輔助低年級學童語言與溝通發展學習活動，提供教學現場上的整合應用與實踐。本研究採行動研究，協同3位國小帶班導師，設計為期八週的教學方案，共有87位學童使用塗鴉寫作系統，進行個人和小組合作的學習活動。資料蒐集與分析方面，以協同編製之語言多元知能教學評量、事後訪談9位學童、3位家長的回饋及3位教師省思筆記為主。研究結果指出，學童在故事結構面向上進步幅度較高；其次，依序為口語表達、肢體表達與空間構圖，而以積極聆聽面向上的進步幅度較小；再次，以跨個案分析，依現象可分練習熟悉、調適轉化及相對成長三個時期進行詮釋。最後，研究團隊針對研究發現提出一些建議，以供教育工作者與研究上的參考。

The study focus on integrating digital technologies into improve the language development and communication of children through drawing to writing process on crazy brush system. An instructional plan for eight weeks was conducted in primary schools for 87 the first grade students from three classes. This study gathered data including observation of three parents, instruction and reflection journals of three teachers, writing materials and feedback of nine students at interactive classroom activities, and observational reports of the research team. The resulted found that mostly students have positive change about oral language, learning behavior, and interpersonal interactions. On the other hand, through the cross-case analysis, group confirmation and clarification, five stages were appeared. Finally, based on reflection and suggestions of action research, we also provided implications to practitioners or teachers.