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研究生:秦韻婷
研究生(外文):Yun-Ting Chin
論文名稱:開發線上註記分享平台輔助鷹架教學之研究
論文名稱(外文):A Study of the Development of Sharing Mode in Online Annotation Platform to Support Scaffolding
指導教授:饒培倫饒培倫引用關係
指導教授(外文):Pei-Luen Patrick Rau
學位類別:碩士
校院名稱:中原大學
系所名稱:資訊管理研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:151
中文關鍵詞:閱讀學習鷹架社會建構註記
外文關鍵詞:reading to learnScaffoldingAnnotationSocial Constructivism
相關次數:
  • 被引用被引用:16
  • 點閱點閱:223
  • 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:6
鷹架是「一種幫助小孩或生手去解決超乎它們能力之外的問題,以幫助個體知識之建構,並促使其不斷學習和進步的過程」。因此,鷹架理論近年來教育研究者最關注的議題之一。閱讀是學習過程中相當重要的一部分,並透過畫線、做筆記摘要的方式來輔助記憶、思考和理解文章的內容。因此,本研究旨在開發一個線上註記分享平台以提供鷹架閱讀的輔助工具,並進行實驗來測試使用者的閱讀成效為何。
  本研究的實驗從錦興國民小學徵求20位參與實驗的受測者。本實驗的自變數為鷹架式閱讀教學策略,依變數為短期閱讀成果、長期閱讀效果、學習歷程和使用者滿意度,調節變數為語文科成績。本實驗使用一篇國一課文中之論說文當作實驗文章。將受測者分為非同步示範教學組和同步互動組兩組實驗組,且皆使用線上註記分享系統。非同步示範教學組可觀看主測者對實驗文章之註記來進行自己的閱讀和註記;同步互動組除了可觀看主測者對文章之註記,並可在線上與主測者進行即時的教學與討論來進行自己的閱讀和註記。兩組受測者進行實驗後均立即接受閱讀測驗,並且在五天後回來複習三分鐘再進行第二次之閱讀測驗。本實驗得到的結論如下:
(1) 在不同之鷹架閱讀教學策略下,同步式一對一互動教學法會比非同步示範教學法在短期閱讀效果之成績來得高。
(2) 經過五天並給受測者複習三分鐘後,同步式一對一互動教學法會與非同步示範教學法在長期閱讀效果之成績沒有顯著差異。
(3) 使用不同之鷹架閱讀教學策略之兩組受測者,在系統的使用者滿意度並沒有顯著的差異。
Education researchers pay close attention to scaffolding theory in few years. Reading is a very important process in learning. While reading literary works, learners underline texts, take notes, and summarized to help remembering, thinking, and comprehending. The purpose of the study is to develop a sharing mode in On-Line-Annotation-Platform (OLAP) and to assist reading by designing support tools.
Twenty volunteers study in Chin-Hsin elementary school. The independent variable was scaffolding reading instruction strategy. The dependent variables were reading performance in short-term and long, leaning process, and users’ satisfaction. The covariant variable was language ability. There was one article from junior high school textbook used in the experiment. Participants were divided into two groups. The first group was asked to utilize the Sharing OLAP with instructor’ annotation results. The second group was asked to utilize the Sharing OLAP and discuss with an online instructor. Reading tests were given after the reading tasks. Five days later, participants could review texts and notes for three minutes and took the same reading tests again.
The results were summarized in the following.
(1) There was significant difference in short-term reading comprehension between participants of asynchronous scaffolding representative and synchronize one-to-one interactive scaffolding.
(2) There was no significant difference in logn-term reading comprehension between participants of asynchronous scaffolding representative and synchronize one-to-one interactive scaffolding.
(3) There is no significant difference between users’ satisfaction in the participants asynchronous and synchronize to look instructor’s annotation result.
第壹章、 緒論1
1.1研究背景與動機1
1.2研究目的與研究問題2
1.3研究架構2
第貳章、 文獻探討4
2.1建構主義4
2.2鷹架理論8
2.3學習15
2.4網路學習20
2.5註記系統24
第參章、 系統分析與架構28
3.1研究步驟28
3.2功能需求分析29
3.3系統功能開發工具30
3.4分享系統架構功能31
3.5工具的可使用性評估33
3.6系統介面設計34
第肆章、 實驗設計43
4.1 實驗簡介43
4.2 實驗目的44
4.3 實驗架構45
4.4變數操作型定義45
4.5研究假說48
4.6 實驗前試測48
4.7 實驗對象50
4.8 實驗工具51
4.9 實驗設計61
4.10 實驗流程62
第伍章、 結果與討論66
5.1 試測結果討論66
5.2信度檢測69
5.3樣本基本資料分析70
5.4 實驗結果檢定71
5.5學習歷程分析77
5.6 綜合分析82
5.7研究結果與討論90
第陸章、 未來研究方向與建議95
6.1具體建議95
6.2研究限制與未來研究方向96
參考文獻97
附錄104
附錄一、使用者基本資料104
附錄二、測驗問卷105
附錄三、滿意度問卷109
附錄四、實驗文章110
附錄五、主測者註記後文章111
附錄六、實驗文章字詞解說112
附錄七、受測者基本資料113
附錄八、測驗成績原始資料114
附錄九、滿意度調查表原始資料115
附錄十、註記數量原始資料116
附錄十一、討論記錄量化原始資料117
附錄十二、便利貼註記原始資料118
附錄十三、受測者畫線原始資料122
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