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研究生:黃麗妙
研究生(外文):Huang, Li-Miao
論文名稱:使用寫作會談與與小組討論在高中英文作文教學上之個案研究
論文名稱(外文):A Case Study on Using Writing Conferenc and Pee-group Review
指導教授:高實玫高實玫引用關係---
指導教授(外文):Kao Shin Mei
學位類別:碩士
校院名稱:靜宜大學
系所名稱:外國語文研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:1997
畢業學年度:85
語文別:英文
論文頁數:124
中文關鍵詞:師生寫作會談同儕團體討論草稿與修改寫作過程導向作文分析口頭評語
外文關鍵詞:teacher-student writing conferencepeer-group reviewdrafting and revisingprocess-orientedtext analysisoral fedback
相關次數:
  • 被引用被引用:2
  • 點閱點閱:456
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:4
本「教師即為研究者」的個案研究之目的是以寫作過程導向(process-oriented)的教學法
:師生會談Teacher-Student Writing Conference)和同儕團體討論(Peer-groupreview),
來探討此二者方法在高中英文作文教學上的應用。本研究以十名台南呂中高二學生為研究
對象o在研究過程中, 有三次的師生會談。每次師生會談程序中包括二個階段會談, 第一
階段主要討論文章內容, 第二階段討論文法錯誤。這些學生他們必須在每階段會談後修改
其草稿, 經過兩修改後的文章才被視為定稿。在第三次的師生會談的第一階段會談是以同
儕討論的方式進行。其目的在提供學生一個分享其它小組成員作品與評論的機會。三篇在
師生會談中完成的定稿和兩篇在研究前後所寫的草稿作文章結構分析。另外, 這些作品都
送交評分者來評分, 評分標準有下列五項: 第一、內容(content), 組織(organization),
遣詞用字(vocabulary),文法(Language use), 其它(Mechanics)。評分者的分數根據統
計分析來探討師生會談與同儕團體討論對這些學生的寫作能力的提升是否有幫助。為了了
解學生對師生會談與同儕團體討論這兩種方式的態度, 在會談完成後學生們回答了一些問
卷。整個研究結果分為兩方面, 第一、根據統計分析: (1) 師生會談與同儕團體討論可增
進學生的寫作能力。(2)這些互動的討論方式讓學生文章中的內容、組織、遣詞用字及文
法(Language Use)有進步, 但其它方面(mechanics)則影響不大。第二、問卷調查結果出
顯示除了師生會談之外, 同儕團體也可應用在作文教學上。不過, 老師要先引導學生們如
何評鑑與分析文章的方法以便能夠自我檢視文章, 而後加以修改。
This "teacher-as-researcher" case study aims to investigate how the teacher-s
tudent writing conference and peer-group review help senior high shcool studne
ts improve their writings. Ten second-year studnets in Tainan girls'' senior
High School volunteeredto be the subjects of the present study. The subjects
had undergone three rounds of conferences discussiong their drafts. Each rou
nd of the writingconference includes two stages: the first stage primarily fou
sed on the contentof their drafts and the scond one concentrated on the langua
ge use. Aftereach stage of diiscussion, the subjects were asked to revise the
ir drafts. The first stage of discussion in the third-round writing conferenc
e was conducted in the format of peer-group review in order to provede the sub
jects with theopportunity to share their working draft with each other and giv
e and oralcomments to their peers. The final products of the three topics and
two essayscompleted prior to and after the sutdy, respectively, were analyzed
accordingto textual coherence and topical sturcture analysis. Besides, the es
says wereevaluated by tow independent raters according to five criterion: cont
ent,organization, language use, vocabulary, and mechanics. t-test procedures
wereused to determine if the two approaches are helpful for the students to pr
oducesignificant improvements in their writing. In order to evoke the student
s'' attitudes toward the teacher-student conference and the peer-groupreview, t
hey were surveyed by the questionnaire after the study. The questionnaire con
sisted of three major parts: (a) the teacher-studentconference, (b) the peer-g
roup review, (c) an open-ended question.Therefore, the results can be sidcusse
d in two aspects. first, the statistical results indicates the 91)writing con
ferences and peer-group reviewsare effective in helping the students improve s
oem of their textual coherenceand (2) the interactive discussion in the confer
ence help the students improvecontent, organization, vocabulary, and language
use, but not the aspect ofmechanics. Second, results of the questionnaire sho
w that the peer-group review is quite wlecomed and can be sued for the teachin
g of writing in addition to theteacher-students in the wriing conferences and
the peer-group review istheir lack of knowledge on how to assess and evaluate
the essays andthus give personal comments. Therefor, it is necessary that the
studentsreceive insturction on the methods of either evaluating or analyzing
an essay if they are expected toreview and revise their papers independently.
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