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【論文】平板電腦應用於提升國小高年級學生學習動機與閱讀表現之行動研究

An Action Research on the Application of Tablet Computers to Improve Students’ Learning Motivation and Reading Performance of Senior Students in Elementary School

本研究利用數位教學平台蒐集學生之課堂表現與數位作業資料。研究選用網奕資訊所設置之教學平台 IES(Instructional Expert System)與HiTeach。此平台可統整智慧教室教學歷 程中各項資料,包含學生作品、即時回答內容、回家作業等,能詳實記錄學生利用資 訊科技互動之次數、得分以及學習成果等資料。 

論文名稱:平板電腦應用於提升國小高年級學生學習動機與閱讀表現之行動研究
論文名稱(外文):    An Action Research on the Application of Tablet Computers to Improve Students’ Learning Motivation and Reading Performance of Senior Students in Elementary School
研究生:張弘毅
校院名稱:國立臺中教育大學
系所名稱:語文教育學系碩博士班
論文出版年:2023

►本論文詳細資料請參考臺灣博碩士論文知識加值系統

論文摘要:

本研究旨在透過平板電腦融入國語課,解決學生學習動機低落、閱讀表現不佳的問題,並探討以平板電腦授課對學生的閱讀表現是否具備保留效果,以及教師運用平板電腦教授國語課期間所遭遇的挑戰為何。
研究採行動研究法實施,以研究者任教班級之22位國小六年級學生為研究對象,利用混合教學法實施二階段循環的資訊科技融入國語教學。本研究以十篇課文為教材,每篇課文運用平板電腦分別教授五節不同主題的國語課,總節數共五十節。第一循環教學以學生為中心的觀點設計課程,教師指導學習策略後,隨即派發學習任務,請學生完成並上臺發表。第一循環教學中,研究者發現部分學生閱讀表現退步,透過教學省思,察覺教師的指導對學生而言仍有其重要性,因此啟動第二循環教學,改以認知師徒制,指導學生閱讀理解策略。整體教學結束後,研究者透過學習動機問卷、閱讀理解成長測驗、半結構式訪談,以及研究歷程所得資料進行分析,所獲結論如下:
一、平板電腦融入國語課能增進小學六年級學生的學習動機。
二、平板電腦融入國語課能提升小學六年級閱讀表現不佳的學生的閱讀能力,但對閱讀表現優良的學生有負面影響。
三、平板電腦融入國語課對學生閱讀表現無明顯延宕效果。
四、教師運用平板電腦融入國語課遭遇的挑戰主要在課程準備與實施方面,然而克服困難後,平板電腦能對教學產生助益。

 

本論文詳細資料請參考臺灣博碩士論文知識加值系統

英文摘要:

The purpose of this study is to integrate tablet computers into Chinese lessons to solve the problems, such as the lack of underachievers' motivation and bad reading performance. Addition, it aims to investigate whether the use of tablet computers has a lasting effect on students' reading performance and to identify the challenges faced by teachers during the integration of tablet computers in Chinese lessons.
The study employed an action research methodology and involved 22 sixth graders from the researcher's class in an elementary school. A two-phase cyclic implementation of information technology integrated Chinese instruction was conducted using a blended teaching approach with tablet computers. The instruction lasted approximately ten weeks and covered ten text articles with five different topics in a total of fifty sessions. The first cycle of instruction is designed from a student-centered perspective, where the teacher provides guidance and immediately assigns learning tasks for students to complete and present. In the first cycle of instruction, researcher found that some students were regressing in their reading performance. Through reflection on instruction, researcher realized the importance of teacher guidance for students. As a result, researcher initiated the second cycle of instruction, adopting a cognitive apprenticeship approach to guide students in their reading comprehension strategies. Data were collected through motivation questionnaires, reading comprehension assessments, semi-structured interviews, and research process documentation. The findings are as follows:

1. Integrating tablet computers into Chinese lessons enhances the learning motivation of the sixth graders in elementary school.
2. Integrating tablet computers into Chinese lessons improves the reading performance of students with bad reading abilities in the sixth grade. However, it has a negative impact on students with good reading abilities.
3. Integrating tablet computers into Chinese lessons has no significant delay effect on students' reading performance.
4. The main challenges faced by teachers when using tablet computers in Chinese lessons relate to curriculum preparation and implementation. However, after overcoming these difficulties, tablet computers can be beneficial to teaching.



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