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研究生:張琬珮
研究生(外文):Wanpei Chang
論文名稱:自我調整策略發展模式結合同儕支持寫作教學對高職學習障礙學生寫作表現效益之研究
論文名稱(外文):The Effect of Self-Regulated Strategy Development integrated with Peer Support Instruction on the Writing Performance of Vocational High School Students with Learning Disabilities
指導教授:潘靖瑛潘靖瑛引用關係
指導教授(外文):Ching-Ying Pan
學位類別:碩士
校院名稱:慈濟大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:180
中文關鍵詞:同儕支持自我調整寫作教學
外文關鍵詞:Self-Regulated Strategy Development (SRSD)peer supportwriting instruction
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本研究之目的在探討「自我調整策略發展」(Self-Regulated Strategy Development,SRSD)模式結合同儕支持(peer support)之寫作教學,對於高職學習障礙學生寫作表現之影響。本研究採單一受試實驗設計之「跨受試多基線設計」(A multiple-baseline design across individuals),研究對象為三位具備基本口語表達能力及書寫能力之高職學習障礙學生,並篩選三位與其同班且寫作能力良好之同儕擔任同儕小老師,利用暑假期間進行兩人一組之小組教學。
研究結果顯示,SRSD教學介入後,同儕支持有助於受試者學習各種寫作策略並改善寫作自我效能,能有效促進學習障礙學生寫作時使用計畫、修改、記憶策略,使受試者在習得策略後能進行獨立寫作,並且明顯提升作品在「寫作內容組織評分表」的得分,進入維持期之後,三位受試者的得分表現仍維持穩定之效果。
The purpose of this research are to explore the effect of the Self-Regulated Strategy Development (SRSD) integrated with peer support instruction on the writing performance of the Vocational High School Students with Learning Disabilities. This research methodology of this study is a multiple-baseline design across single individuals, which includes three subjects possessing fundamental oral communication and writing composition skills in the research group and three peer mentors from the same class possessing good writing skills undergoing paired learning during last summer vacation.
The results indicated that after the intervention of SRSD paired learning, peer support did help the subjects learn diverse various forms of writing skills and gained the capability of editing self-initiated writing. We also found that the subjects could utilize planning, editing, and memorizing methods during writing, initiated their writing after obtaining the concept, but also significantly elevated the scores received from Writing Organization Scale. Even entering maintenance period, all three subjects could keep their performance on writing stably.
目 次

第一章 緒論
第一節 研究背景與動機.......................................................................................................1
第二節 研究目的與待答問題.............................................................................................4
第三節 名詞釋義………………………………………………………….....................................5

第二章 文獻探討
第一節 自我調整策略發展模式……………………………………………………………….7
第二節 同儕支持在自我調整策略發展模式的應用…………………………………18
第三節 由自我調整觀點看寫作模式的演變……………………….............................28
第四節 學障生書寫表達特質………………………..........................................................41

第三章 研究方法
第一節 研究設計………………………..................................................................................47
第二節 研究對象…………………………………………………………………………………..52
第三節 研究工具…………………………………………………………………………………..56
第四節 教學設計…………………………………………………………………………………..61
第五節 研究步驟…………………………………………………………………………………..64
第六節 資料處理與分析………………………………………………………………………..67

第四章 結果與分析
第一節 受試者寫作成品之變化……………………………………………………………..71
第二節 受試者寫作歷程變化情形………………………………………………………….96
第二節 同儕支持對寫作歷程的影響…………………..………………………………...129

第五章 結論與建議
第一節 結論……………………………………………………………….………………………..139
第二節 建議……………………………………………………………….………………………..142

表 次

表2-1-1 國內針對學障生的SRSD相關研究…………………………………………..15
表2-3-1 知識陳述模式與知識轉化模式之比較……………………………..............33
表2-3-2 專家在寫作自我調整歷程所使用之策略………………………….............37
表3-2-1 個案基本能力摘要…………………………………………………........................53
表3-3-1 專家效度名單…………………………………………………..................................59
表3-4-1 SRSD結合同儕支持寫作教學課程表………………..................................63
表3-6-1 研究報告中各種資料編號、符號意義………………..................................70
表4-1-1 受試者「寫作內容組織評分表」總分「階段內」視覺分析結果.....73
表4-1-2 受試者「寫作內容組織評分表」總分「階段間」視覺分析結果.....73
表4-1-3 受試者「寫作內容組織評分表」總分C統計分析結果摘要表……74
表4-1-4 受試者各階段「寫作內容組織評分表」向度一「主旨與取材」「階段內」視覺分析結果………………………………………………........................76
表4-1-5 受試者各階段「寫作內容組織評分表」向度一「主旨與取材」
「階段間」視覺分析結果…………………………………………………………..76
表4-1-6 受試者各階段「寫作內容組織評分表」向度一「主旨與取材」
C統計分析結果摘要表…………………………………………..........................77
表4-1-7 受試者各階段「寫作內容組織評分表」向度二「結構與組織」「階段內」視覺分析結果………………………....….…………………………………79
表4-1-8 受試者各階段「寫作內容組織評分表」向度二「結構與組織」「階段間」視覺分析結果……………..………………………………………………..79
表4-1-9 受試者各階段「寫作內容組織評分表」向度二「結構與組織」C統計分析結果摘要表………………………………………………......................80
表4-1-10 受試者各階段「寫作內容組織評分表」向度三「遣詞與語氣」「階段內視覺分析結果…………………………………………………..........................82
表4-1-11 受試者各階段「寫作內容組織評分表」向度三「遣詞與語氣」「階段間」視覺分析結果……………………………………………............................82
表4-1-12 受試者各階段「寫作內容組織評分表」向度三「遣詞與語氣」C統計分析結果摘要表………………………………..……………………………...83
表4-1-13 受試者各階段「寫作內容組織評分表」向度四「標點與格式」「階段內」視覺分析結果……………………………………………………………….85
表4-1-14 受試者各階段「寫作內容組織評分表」向度四「標點與格式」「相鄰階段間」視覺分析結果………………………………………………………..85
表4-1-15 受試者各階段「寫作內容組織評分表」向度四「標點與格式」C統計分析結果摘要表………………………………………….…..........................86


圖 次

圖2-1-1 策略獲得與管理步驟圖…………………………………………………………….8
圖2-3-1 寫作認知歷程模式………………………………………………….......................29
圖2-3-2 知識陳述模式的結構………………………………………………......................32
圖2-3-3 知識轉換模式的結構……………………………………………….......................32
圖2-3-4 寫作發展歷程模式………………………………………………….......................35
圖2-3-5 SRSD寫作教學的循環歷程…………………………………………………….39
圖2-4-1 語言發展進階圖……………………………………………………........................42
圖3-1-1 研究架構……………………………………………………………............................48
圖3-1-2 教學介入程序……………………………………………………….........................49
圖3-1-3 跨受試多基線設計基本模式…………………………………………………..49
圖3-5-1 研究步驟流程圖……………………………………………………........................66
圖4-1-1 受試者各階段「寫作內容組織評分表」全量表總分總和散布圖...............................................................................................................................72
圖4-1-2 受試者各階段「寫作內容組織評分表」向度一「主旨與取材」得分總和散布圖…………………………..…………….............................................75
圖4-1-3 受試者各階段「寫作內容組織評分表」向度二「結構與組織」得分總和散布圖………………………………………………..……………………………..78
圖4-1-4 受試者各階段「寫作內容組織評分表」向度三「遣詞與語氣」得分總和散布圖……………………………………………..………………………………..81
圖4-1-5 受試者各階段「寫作內容組織評分表」向度四「標點與格式」得分總和散布圖……………………………………………..………………………………..84



附 錄

附錄一 家長同意書…………………………………………………….….............................155
附錄二 自編寫作內容組織評分表…………………………………….…......................157
附錄三 實驗教學實施日程表……………………………………………………………...160
附錄四 SRSD結合同儕支持寫作教學活動簡案………………………………………..161
附錄五 策略提示字卡………………………………………………………………………...173
附錄六 寫作思考單…………………………………………………………………………….177
附錄七 小老師回饋單………………………………………………………………………...180
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二、英文部分
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