Blog應用於國小寫作教學對六年級學生寫作能力與寫作態度影響之研究

1、.;Blog應用於國小寫作教學對六年級學生寫作能力與寫作態度影響之研究摘要本研究以前實驗設計中的單組前後測方式進行研究，主要研究目的為透過Blog進行寫作，探討學生的寫作成效及寫作態度差異情形；並藉由教學省思札記、批閱教師訪談及學生訪談，進一步瞭解Blog寫作方式所面臨到的問題及解決方式，冀望作為未來教學及研究之參考及依據。研究對象為21名國小六年級學生，共進行兩篇傳統寫作及四篇Blog寫作。此外，並利用寫作評定量表、寫作態度量表、訪談大綱、教學省思札記進行資料的蒐集與分析。本研究之重要研究發現如下：1. 學生經由Blog寫作教學之後，寫作成效沒有明顯的差異。2. 學生在Blog之間的有意義回

2、應，確實有助於寫作成效的提昇。3. 學生經由Blog寫作教學之後，整體寫作態度有顯著提升。4. 學生對於Blog寫作教學態度基本上是積極且肯定的。5. 批閱教師表示Blog寫作課程能提高學生對寫作的興趣、增進學生間即時回饋的互動性、結合網路資源有助於寫作，但也有可能導致文章口語化、抄襲他人文章；批閱時間太短、回饋時間受限導致無法即時讓學生有修改的時機也是個缺點。6. 學生表示利用電腦寫作快速且方便、透過網路資源可以集思廣益、藉由同儕回應可以找出自己看不出的盲點、文章的展示及保存能增加自己的成就感，但回饋的禮節不佳、人際及性別間的互動影響合作成效以及同學的回饋籠統等也是缺點所在。關鍵字：Blog

3、、寫作教學、寫作成效、寫作態度、國小六年級學生The Effects of Blog integrated into Writing Instruction Program on Writing Capability and Writing Attitude for Sixth Grade StudentsAdvisor：Dr. Yin OuYangStudent：Shih-Yun Tsai ABSTRACTThis study conducted the one-group pretest-posttest design of aquasi-experiment. The main purp

4、oses of this study were (1) to understand the effects of Blog integrated into writing instruction program on students writing capability and writing attitude; (2) to investigate both the teachers and the students opinions and comments about the Blog integrated into writing instruction program.The su

5、bjects were 21 sixth grade students from Chiku Elementary School in Tainan County. There were six writing articles, including two compositions in traditional writing way and four compositions in Blog writing way. During the period of writing instruction, the data about writing rubric, writing attitu

6、de scale, the teachers and the students interviews and teaching reflection journals were collected and analyzed. The main findings of this study were as follows：1. Students did not have significant enhancement their writing achievement after they have participated in the Blog integrated into writing

7、 instruction program.2. The meaningful responses between students on Blogs discussion have obviously contributed to the writing achievement. 3. All students have significant promotion on their writing attitude after they have participated in the Blog integrated into writing instruction program. 4. E

8、ssentially, the attitude of the students toward the Blog writing was optimistic and convinced. 5. The teachers proposed the opinions about the Blog integrated into writing instruction program, including the program could improve the writing interest of students, and the interaction between students

9、was increasing. Although the Blog writing program could help students writing to combine resources of the internet, it also will cause the grammar of the articles become the spoken language, or to plagiarize others article. Nevertheless, the flaws including the time of correcting articles and feedba

10、ck were delayed, it may be unable to let students have opportunity to revise their articles in time.6. The students proposed the opinions about the Blog integrated into writing instruction program, including using the computer on writing was fast and convenient; resources of the internet can collect and exchange about everyones opinions; with the responses of the same group, students can find out ones own blind spot. Nevertheless, the flaws including feedback courtesy was not good enough; the interaction of interpersonal and gender influence the feedback a