設計與評估電腦輔助邏輯句型課程對學生句子能力與動機之影響   全文下載

Design and Evaluation of Computer Assisted Logical Sentence Composing Learning on the Students’ Performance and Motivation

建構良好句子是寫作的重要元素，然而初學作文的國小學生難以掌握此技巧。因此，本研究基於變易理論設計八種「常用邏輯句型」為電腦輔助課程，強化學生對於句型的熟練度，促使學習辨別不同句型、定義與應用。研究對象為國小四年級94位學生，其中實驗組62人，共進行11個單元的教學課程，在教學前後實施句型前後測、ARCS動機問卷及訪談；對照組32人進行傳統教學，並且只進行延後測的測驗。結果顯示，進行邏輯句型課程之學生：一、句子測驗的前／後成績與延後測達顯著進步；二、動機問卷顯示多數學生對注意力（62.19%）、相關性（60.39%）、信心度（61.83%）與滿足度（62.19%）持正面看法。此外，本研究討論如何透過句子結合的句型教學課程設計與回饋來幫助學生，最後針對教學與研究提出後續建議與限制。

Constructing well-formed sentences is an important element of writing. However, many students struggled with this skill. The purpose of this study were to design and evaluation of computer assisted logical sentence composing learning on the students’ performance and motivation. Hence, based on Variation Theory, the eight categories logical sentence composing instruction were designed. To understand the effective of this instruction, the study was conducted in an elementary and the participants were 94 4th grade students from 3 classes. The control group was conventional instruction and a delay posttest. The experiment group implemented the logical sentence composing instruction during three months and conducted the pre/post/delay-test of sentence, ARCS motivation questionnaires, and interviews. The findings show that the experiment students’ logical sentence composing has significant improvement and the results of ARCS questionnaire showed students regard the instruction were position: Attention (62.19%), Relevance (60.39%), Confidence (61.83%) and Satisfaction (62.19%). Further, this study discussed how to designed the induction and adopt the feedback to help students improve the sentences proficiency and capability.