寫作歷程模式數位教學平臺之設計與實施成效之研究   全文下載

A Study of the Design and Implementation Effects of a Digital Platform for Writing Instruction Based on a Cognitive-Process Writing Model

本文旨在探究寫作歷程模式數位教學平臺之設計及其在國中作文教學之實施成效。首先探討寫作歷程模式理念，並說明數位寫作平臺設計，其次以準實驗研究及ANCOVA資料分析探究實施成效，以四點量表問卷調查蒐集學生對平臺使用之接受度資料。研究對象為臺東縣某國中二年級兩個班級，分別做為本研究之實驗組與控制組，每班學生三十四人，共六十八人。本研究之實施成效係指實驗組與控制組兩班學生在學期三次作文段考平均成績之差異，以及實驗組學生對寫作歷程模式數位教學平臺之接受度。研究結果發現：一、應用寫作歷程模式數位教學平臺之實驗組的三次作文段考平均成績，顯著優於傳統寫作教學組。二、在平臺使用之接受度方面，本數位教學平臺之操作難度並不高，使用數位寫作平臺較傳統紙筆寫作具有更多的優勢，數位寫作平臺的寫作方式頗能符合學生寫作習慣，學生接受度高。

This study set out to explore the design and implementation effects of a digital instructional platform based on a cognitive-process writing model. A quasi-experimental study with ANCOVA was conducted to explore the effects of implementing a digital writing-instruction platform. A four-point Likert scale questionnaire was used to collect data on the rate of adoption of the new platform. Two eighth grade classes from a junior high school in Taitung were selected as samples. The 68 students from these two classes were divided into an experimental group and a control group， each with 34 students; the experimental group was taught using the digital writing-instruction platform. The results indicated that the experimental group performed significantly better than the control group， as measured by the average scores from three writing examinations during the semester. Analyses of the adoption rate showed that (1) the operation of the digital instructional platform was not difficult; (2) the cognitiveprocess model for the digital writing-instruction platform had more advantages than the traditional model; and (3) the digital writinginstruction platform based on a cognitive-process writing model matched students’ writing habits， so that the rate of adoption was high.