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研究生:蔡明甫
論文名稱:以數位敘事融入國小社會領域教學之研究
論文名稱(外文):A Research on Digital Storytelling in Elementary Social Studies
指導教授:王健華王健華引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:圖文傳播學系
學門:傳播學門
學類:圖文傳播學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:92
中文關鍵詞:數位敘事合作學習社會領域
外文關鍵詞:Digital storytellingCollaborative learningSocial studies
相關次數:
  • 被引用被引用:4
  • 點閱點閱:341
  • 評分評分:
  • 下載下載:31
  • 收藏至我的研究室書目清單書目收藏:4
本研究旨在了解數位敘事融入合作學習在國小四年級社會領域,對學生在學習動機與學習成效上是否有顯著差異。本研究採用的是準實驗法,研究對象為台南某國小四年級的兩班學生;一班為實驗組接受數位敘事學習,另一班為對照組接受投影片簡報學習。實驗的過程中,配合學校以翰林出版社所編定之國小四年級社會學習領域教材之「家鄉的名勝古蹟與特產」單元做為教學研究,進行為期六週的實驗教學。
兩組學生均接受社會領域學習動機量表、社會領域成就測驗以及學習回饋單等施測。本研究結論如下:
一、 數位敘事與投影片簡報學習比較上,學習動機有顯著的提升。
二、 在社會領域學習成就的表現上,數位敘事與簡報學習有顯著差異。
三、 調查學生對數位敘事融入社會領域的學習意見,發現約多數學生不排斥數位敘事的學方式,亦認同對學習的幫助。

The purpose of this study aimed to explore the using digital storytelling with cooperative learning in the curriculum of social studies for 4th grades in an elementary school and to find the significant differences between learning motivation and effectiveness.
This study used quasi-experimental research with social studies for a six-weeks experimental course. The samples are two classes in the 4th grade in the Tainan, and two classes were divided into experimental and control group.
In the experimental teaching process, the experiment group learning by digital storytelling and the control group learning by presentation slide. Besides teaching the contents of the fifth textbooks by Han Lin. Two groups of students are accepted earning motivation scale in social studies and learning achievement test in social studies.
Major findings of this study are listed as follows:
1. There were significant differences in elementary students learning motivation. The experiment group had higher scores than the control group.
2. There were significant differences in elementary students learning achievement. The experiment group had higher scores than the control group.
3. The students had a positive attitude about creating storytelling with cooperative for the social studies.

中文摘要 i
Abstract ii
目錄 iii
表目錄 v
圖目錄 vi
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 2
第三節 研究範圍與限制 3
第四節 論文架構 4
第五節 名詞解釋 6
第貳章 文獻探討 7
第一節 數位敘事 7
第二節 合作學習 15
第三節 社會領域 20
第四節 文獻小結 26
第參章 研究方法 27
第一節 研究架構 27
第二節 研究方法 30
第三節 研究對象 31
第四節 研究工具 33
第五節 研究實施 37
第六節 資料處理與分析 43
第肆章 研究結果與分析 45
第一節 不同組別在學習動機前後測之比較分析 45
第二節 不同組別在學習成就之比較分析 53
第三節 數位敘事的質性資料結果分析 55
第伍章 結論與建議 63
第一節 結論 63
第二節 建議 65
參考文獻 68
附錄一 72
附錄二 73
附錄三 76
附錄四 79
附錄五 80
附錄六 81
附錄七 89
附錄八 90



一、 中文部分

大前研一(2006)。創新者的思考(謝育容 譯)。台北:商周。
吳宗立(2008年9月15日)。國民中小學社會領域課程綱要內涵分析與實踐。全國教師在職進修網。2013年6月18日,取自:http://www1.inservice.edu.tw/EPaper/ep2/indexView.aspx?EID=88
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陳國彥(2001)。社會領域課程與教學。臺北市:學富文化。
賴明貞(2005)。國小六年級學童閱讀社會科教科書之理解情形之研究。人文及社會學科教學通訊,15(6),52-71。
張紹勳(2007)。研究方法。台中:滄海。
歐用生(1997)。國民小學社會科教學研究。台北:師大書苑。
教育部(2003)。國民中小學九年一貫課程綱要。台北:教育部。
教育部(2008)。國民中小學九年一貫課程綱要 - 社會學習領域。台北:教育部。
甄曉蘭、周立勳、洪美齡(2003)。國小教師社會科教學信念及其相關因素之探討。教育研究資訊雙月刊,11(4),25-56。
鐘生官(2006)。數位說故事在統整藝術教育之應用。國際藝術教育學刊,4(1),51-63。


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