臺灣博碩士論文加值系統

本研究的目的在依據超媒體寫作歷程，開發設計一多方位輔助的超媒體寫作系統。系統結合自我調整策略以及運用代理人機制，以輔助學生進行超媒體寫作活動。
本研究以實徵研究來考驗所開發之系統，研究對象為板橋江翠國中一年級四個班級共108名學生，進行四週共八節課的網頁寫作活動。探討在有無系統輔助的環境之下，學生的超媒體作品成效與態度，並分析比較高、低網頁寫作成績學生之寫作歷程。此外，尚探討不同性別學生超媒體寫作成效的差異。
研究結論如下：(一)本研究所提出的網頁寫作輔助歷程與系統引導機制，可以促進學生網頁寫作之成效。(二)網頁寫作高成就學生較低成就學生能有效運用自我調整策略進行網頁寫作活動，且高成就學生之歷程模式完整，且各具自我風格。(三)在網頁寫作活動中之性別差異上，男生對電腦態度與網頁作品成效皆優於女生。

The purpose of this study is to develop a hypermedia authoring system based on a hypermedia design process. The system integrates self-regulation strategies and agent technologies for assisting students with their hypermedia authoring activities.
Four classes of 108 seventh graders participated in the experiments of evaluating the qualities of students’ web-page implementation projects through the systems with and without self regulation strategies. The study also analyzed and compared the hypermedia design processes of students of high- and low-quality products. The issue of the effect of gender difference on product qualities is also addressed.
Through the experiment, we found the following results:
1. The environment and the model we proposed could enhance the quality of students’ hypermedia authoring.
2. The students who produced high-quality web-pages could better integrating the suitable self-regulation strategies into their hypermedia authoring activities, and also present the complete writing process in their own authoring styles.
3. In gender differences, boys have higher quality hypermedia products, and better computer attitudes.

目 錄
附表目錄 iv
附圖目錄 vii
第一章 緒論 1
1- 1研究動機 1
1- 2 研究目的 5
第二章 文獻探討 6
2-1寫作歷程理論 6
2-2 網路與超媒體知識建構環境 11
2-2-1超媒體寫作活動之相關研究 11
2-2-2 超媒體建構活動與其環境的限制 16
2-3 自我調整策略相關研究 19
第三章 電腦輔助網頁寫作輔助系統 21
3-1 網頁寫作歷程與電腦輔助機制 21
3-1-1 網頁寫作歷程 21
3-1-2 網頁寫作輔助機制 26
3-2系統功能說明 27
3-2-1 系統開發技術 27
3-2-2 系統功能介紹 28
3-2-3 網頁寫作系統之自我調整策略 41
3-2-4 網頁寫作系統之引導模式發展 42
第四章 實驗方法與步驟 44
4-1 實驗對象 44
4-2 實驗設計 44
4-3實驗工具與材料 44
4-3-1 網頁寫作輔助系統 45
4-3-2 網頁寫作活動題目 45
4-3-3 中學生網頁寫作評鑑量尺 45
4-3-4 網頁寫作活動問卷 49
4-4實驗程序 49
第五章 實驗結果與討論 52
5-1電腦輔助網頁寫作系統成效分析 52
5-2學生作品歷程分析 67
5-2-1 學生作品歷程分析 67
5-2-2 學生作品歷程分析舉偶 72
5-3電腦輔助網頁寫作系統問卷分析 85
5-4 討論 89
5-4-1 網頁寫作模式與輔助系統的促進效果 89
5-4-2 高、低成就之寫作歷程與自我調整策略之分析討論 91
5-4-3 不同性別再網頁寫作成績上的差異探討 92
第六章 討論與未來發展 94
6-1 結論 94
6-2 未來發展 95
附錄 96
附錄一 網頁寫作活動說明 96
附錄二 網頁寫作評鑑表 97
附錄三 網頁寫作活動問卷（實驗組） 98
附錄四 網頁寫作活動問卷（控制組） 101
附錄五 學生網頁寫作歷程分析舉偶 103
附錄六 網頁寫作活動問卷結果 122
參考文獻 123
附 表 目 錄
表2-1 三種寫作模式之比較 10
表3-1 網頁寫作歷程與系統輔助工具 28
表4-1 中學生網頁寫作評鑑量尺 47
表4-2 實驗組網頁寫作時間分配表 50
表4-3 控制組網頁寫作時間分配表 51
表5-1 各組學生在作品總分與各部分與各標準之平均數與標準差總表 53
表5-2 組別與性別與寫作成績在「作品總分」組內迴歸係數同質性的檢定摘要表 53
表5-3 實驗組及控制組在「作品總分」成績之共變數分析摘要表 54
表5-4 組別與性別與寫作成績在「內容」部分組內迴歸係數同質性的檢定摘要表 55
表5-5 實驗組及控制組在「內容」成績之共變數分析摘要表 55
表5-6 組別與性別與寫作成績在「內容」部分各標準之組內迴歸係數同質性的檢定摘要表 56
表5-7 實驗組及控制組在內容各細項成績之共變數分析摘要表 57
表5-8 組別與性別與寫作成績在「版面」部分組內迴歸係數同質性的檢定摘要表 60
表5-9 實驗組及控制組在「版面」成績之共變數分析摘要表 61
表5-10組別與性別與寫作成績在「版面」部分各標準之組內迴歸係數同質性的檢定摘要表 61
表5-11實驗組及控制組在版面各細項成績之共變數分析摘要表 62
表5-12組別與性別與寫作成績在「組之架構」部分組內迴歸係數同質性的檢定摘要表 63
表5-13實驗組及控制組在「組織架構」成績之共變數分析摘要表 64
表5-14組別與性別與寫作成績在「連結性」部分組內迴歸係數同質性的檢定摘要表 64
表5-15實驗組及控制組在「連結性」成績之共變數分析摘要表 65
表5-16網頁寫作實證研究結果一覽表 66
表5-17高、低網頁作品成就學生之網頁寫作歷程時間、次數統計表 68
表5-18高、低成就學生在歷程方面之U檢定總表 69
表5-19個案H01之網頁寫作活動流程 72
表5-20個案H02之網頁寫作活動流程 74
表5-21個案H05之網頁寫作活動流程 76
表5-22個案L02之網頁寫作活動流程 79
表5-23個案L04之網頁寫作活動流程 81
表5-24個案L05之網頁寫作活動流程 83
表5-25實驗組與控制組學生對網頁寫作系統使用態度之整理 85
表5-26實驗組生對網頁寫作歷程態度之整理 86
附 圖 目 錄
圖 2-1 寫作認知歷程模式 7
圖 2-2 超媒體寫作歷程 12
圖 3-1 網頁寫作模式 22
圖 3-2 網頁寫作系統功能架構圖 30
圖 3-3 網頁寫作系統之「訂定目標」階段畫面之『確定主題與資料蒐集方法』 31
圖 3-4 網頁寫作系統之「訂定目標」階段之『網頁寫作目標』畫面 32
圖 3-5 網頁寫作系統之「擬定大綱」畫面（動手寫寫看) 33
圖 3-6 網頁寫作系統之「網路瀏覽器」與「筆記本」畫面 34
圖 3-7 網頁寫作系統之「架構編輯區」畫面 35
圖 3-8 網頁寫作系統之「網頁編輯區」畫面 37
圖 3-9 網頁寫作系統之「看看自己的作品」畫面 40
圖 3-10網頁寫作系統之「自我檢核」畫面 40
圖 3-11網頁寫作小幫手~小海豚胖胖 42
圖 3-12小海豚在「架構編輯區」階段之輔助功能表 42

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