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研究生:陳美琴
研究生(外文):Chen, Mei-Chin
論文名稱:同儕互評對國小學童學習客家語之影響
論文名稱(外文):The Effects of Peer Assessment on Elementary School Children’s Hakka Learning
指導教授:曾秋蓉曾秋蓉引用關係
指導教授(外文):Judy C.R. Tseng
學位類別:碩士
校院名稱:中華大學
系所名稱:資訊工程學系碩士班
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:65
中文關鍵詞:客家語教學行動學習同儕互評
外文關鍵詞:Hakka languagePeer assessmentPad-based learningMobile learning
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在「回歸鄉土語言」與重視鄉土語言教學的浪潮下,全面提升國民鄉土語言的能力,已是我國重要的教育政策之一。鄉土語言不再是困在時代背景中的無名產物,它已是現代歷史環境中的重要資產之一。有鑑於客家語教學對於鄉土文物保存的重要性,導入一種新穎有效的教學方式來提升學生的學習興趣,實是當務之急。
過去許多研究指出,同儕互評可以有效激發學生的學生動機及學習態度,從而改善其學習成效。所謂的同儕互評是一種用於評論作品的方法,透過不同人的看法來得到一個較一致的看法。因為一個人的看法或論點往往都太主觀,在評論時,若以單一人物做評比,可能不容易達到公平的看法,因此藉由多數人來評比,較容易產生客觀且一致的看法。過去同儕互評被應用在許多的科目上,卻不見被應用在客家語學習上。
基於客家語教學對於鄉土語言傳承的重要性,本研究以同儕互評的教學策略為基礎,融合合作式學習的概念,並藉由平板電腦的輔助,將同儕互評應用於客家語教學中,同時進行教學實驗來探討同儕互評對國小學童學習客家語成效之影響。實驗結果顯示同儕互評應用於客家語行動學習對國小學童的學習成就、學習態度、學習動機、學習模式滿意度、個人自我效能等面向均有相當好的成效。

In the trend of "return to native", native language teaching becomes an important issue of education policy in Taiwan. Speaking native language is no longer out-of-date. On the other hand, it has been recognized as an important culture asset. Hakka language is a major kind of native language in Taiwan, as well as in China. To echo the trend of native language learning, it is worthy of finding an effective way of Hakka learning.
In the literatures, peer assessment has been proved to be an effective way in promoting the learning efficacy of students. Peer assessment is a method of evaluation, which incorporates the point-of-view from peers to get a more consistent evaluation. Although peer assessment has been widely adopted in various fields, it has rarely been used in Hakka teaching.
In this study, a cooperated peer assessment strategy is proposed and employed in Hakka learning, with the help of pads as aids of learning. Students are asked to perform a short play in Hakka language, and record the performance by pads. While replaying the videos of the performances, students are formed in groups, discussing the performances of their classmates according to the rubrics designed by this study, and then make assessments to the performances. After reviewing the peer assessments, students performed the same short play again and the activity is finished.
To study the effects of peer assessment on Hakka learning, field experiments are incorporated. The analytical results show that the achievement, the motivation and the attitude of learning are promoted through the proposed cooperated peer assessment. The satisfaction of learning mode is high and the self-efficacy is also promoted.

目錄
摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 vii
表目錄 viii
第一章 簡介 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 研究限制 3
1.5 名詞釋義 4
1.6 論文架構 5
第二章 文獻探討 6
2.1 客語教學 6
2.1.1 國小客語教學的現況 6
2.1.2 客語教學的相關研究 8
2.1.3 國小客語教學面臨的困境 9
2.2 同儕互評 10
2.2.1 同儕互評的定義與特性 11
2.2.2 同儕互評的相關研究 12
2.2.3 同儕互評的應用 13
2.2.4 同儕互評的優點 14
2.3 行動學習 15
2.3.1 行動學習的定義與特性 15
2.3.2 行動學習的優點以及面臨到的問題 17
2.3.3 平板電腦融入教學 18
2.3.4 平板融入教學的發展趨勢 19
2.3.5 平板融入教學的現況 20
第三章 研究方法 22
3.1 合作式同儕互評的實施步驟 22
3.2 研究流程 23
3.3 研究問題 25
3.4 研究架構 25
3.5 研究工具 26
3.6 實驗設計 26
3.6.1 實驗對象 27
3.6.2 實驗流程 28
3.6.3 教學活動設計 29
3.6.4 同儕互評評量指標 29
3.6.5 同儕互評之實施方式 31
3.6.6 實驗過程 31
第四章 實驗分析與評估 36
4.1 學習成就分析 36
4.1.1 教師評分一致性檢定 37
4.1.2 學習成就前測分析 38
4.1.3 學習成就後測分析 38
4.2 學習動機問卷分析 39
4.3 學習態度問卷分析 40
4.4 個人自我效能問卷分析 41
4.5 學習模式滿意度問卷分析 42
4.6 認知負荷問卷分析 43
4.7 科技接受度問卷分析 44
4.8 學習活動問卷之總體構面分析 46
第五章 結論與未來展望 48
5.1 結論與討論 48
5.2 未來展望 49
參考文獻 51
附錄A:學習活動問卷 55
附錄B:客家語教學活動設計 59


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