研究生: |
潘鈺筠 Yu-Yun Pan |
---|---|
論文名稱: |
國語科電子教科書註記與摘要提示對國小學生學習之影響 The Effects of Digital Mandarin Textbook with Annotation and Text Summary’s Prompts on Fifth Graders’ learning |
指導教授: |
邱貴發
Chiou, Guey-Fa |
學位類別: |
碩士 Master |
系所名稱: |
資訊教育研究所 Graduate Institute of Information and Computer Education |
論文出版年: | 2012 |
畢業學年度: | 100 |
語文別: | 中文 |
論文頁數: | 112 |
中文關鍵詞: | 國語科電子教科書 、註記 、摘要提示 |
英文關鍵詞: | digital mandarin textbook, annotation, text summary’s prompts |
論文種類: | 學術論文 |
相關次數: | 點閱:119 下載:6 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究檢證國小五年級學生使用具註記與摘要提示功能的國語科電子教科書後的學習成就、註記情形與使用國語科電子教科書之態度,以及註記與摘要提示功能對學生的影響。研究採準實驗設計,利用 2(註記功能:有註記、無註記)× 2(摘要提示:有摘要提示、無摘要提示)的雙因子實驗設計,將研究對象兩班共53人分成四組進行,其中A組有14位學生(有註記且有摘要提示)、B組13位學生(有註記但無摘要提示)、C組13位學生(無註記但有摘要提示)、D組13位學生(無註記且無摘要提示),以進行教科書自學活動。研究結果發現:利用成對樣本 t 考驗檢視四組學生於使用國語科電子教科書學習後的成績進步情形,顯示國語科電子教科書的使用有助於國小學生學習成就的表現;探討其註記內容,顯示國小學生使用國語科電子教科書做註記,以記憶形式的應用為最多,其次為闡述,最後則為思考;根據問卷統計結果,顯示出國語科電子教科書註記功能對國小學生的學習具有正面的影響,國語科電子教科書摘要提示功能對國小學生的學習具有正面的影響,且國小學生對使用國語科電子教科書持有正向的態度。
The purpose of this study was to examine the effects of digital mandarin textbook with annotation and text summary’s prompts on fifth graders’ learning performance, annotation contents and students’ attitude toward the digital mandarin textbook. Quasi-experimental design was used for the study and the participants were divided into four experimental groups: Group A (with annotation and text summary’s prompts), Group B (with annotation but no text summary’s prompts), Group C (with text summary’s prompts but no annotation), and Group D (no annotation and no text summary’s prompts either).
The results showed that four groups’ learning performance was significantly better than before using the digital mandarin textbook. But there is no statistically significant difference of means between four groups. In other words, students’ learning performance were no different in using the functions of annotation and text summary’s prompts. In the annotation contents part, it is showed that most application of the annotation is to remember, second is to clarify, and the last is to think. The result of attitude questionnaire indicated that most students have positive attitude toward the digital mandarin textbook’s annotation and text summary’s prompts. To sum up, students had positive attitudes toward using the digital mandarin textbook to learning.
一、 中文部份
王禎輝(2010)。電子書包應用於小學教育之可行性分析(未出版之碩士論文)。國立中央大學,桃園縣。
行動學習輔具計畫(民101年3月19日)。分項計畫─行動學習輔具安全規範。取自http://elearning.glis.ntnu.edu.tw/schoolbag/index_sp1.htm
呂正華、李宗薇、陳穎青、何冠慧、陳振威、陳木城、吳明鴻、陳嬿而(2009)。 論壇—電子教科書趨勢與發展。教科書研究,2(2),111-140
官美媛(1999)。國小學生摘取文章大意策略之教學研究-以五年級說明文為例(未出版之碩士論文)。國立東華大學,花蓮縣。
周淑卿(2008)。豈是「一本」能了? — 教科書概念的重建。教科書研究,1(1),29-47
教育部(民99年5月28日)。教育部電子書包試辦學校暨輔導計畫說明【新聞群組】。取自http://www.edu.tw/news.aspx?news_sn=3506&pages=0tle=20100826214811-219.84.180.33&win=e=simple&db_chkstatus=1
教育部(民101年3月19日)。97年國民中小學九年一貫課程綱要(100學年度實施)。取自http://www.edu.tw/eje/content.aspx?site_content_sn=15326
林寀雯(2007)。以認知負荷理論探討國小社會教科書課文內容編排方式對國小高年級學童閱讀理解表現之影響(未出版之碩士論文)。國立高雄師範大學,高雄市
陳麗華(2008)。評介「為學習而設計的教科書」及其對我國中小學教科書設計與研究的啟示。教科書研究,1(2),137-159
黃佳玉、于富雲和陳玉欣(2006)。輔助知識建構的學習策略─摘要之基礎理論與實證析論。視聽教育雙月刊,47(5),18-31。
經濟部工業局(民101年3月19日)。未來學習_電子書包帶來的改變【數位學習與典藏產業推動計畫】。取自
http://www.epark.org.tw/epark_technology_page.php?id=20110530113037
魏靜雯(2003)。心智繪圖與摘要教學對國小五年級學生閱讀理解與摘要能力之影響(未出版之碩士論文)。國立臺灣師範大學教育心理與輔導研究所,臺北市。
二、 西文部份
Aiken, E. G., Thomas, G. S., & Sehnnum, W. (1975). Memory for a lecture: Effects of notes, lecture rate, and information density. Journal of Educational Psychology, 67, 439-444.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., et al. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloomʼs taxonomy of educational objectives, Abridged Edition. Allyn & Bacon. Retrieved from http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/080131903X
Anderson-Inman, L., & Horney, M.A. (2007). Supported eText: Assistive technology through text transformations. Reading Research Quarterly, 42(1), 153-160.
Borchers, J. O. (1999). Electronic Books: Definition, Genres, and Interaction Design Patterns. In ACM CHI 1999, Electronic Book Workshop. Pittsburgh, PA.
Boyle, T. (2002). Towards a theoretical base for educational multimedia design”, Journal of Interactive Media in Education, 2,1-16.
Bringay,S., Barry, C., & Charlet, J. (2004). Annotations: a new type of document in the electronic health record. Paper presented at the CNRS Information and Communication Science and Technology (STIC).
Brown, A. L., & Day, J. D. (1983). Macrorules for summarizing texts:The development of exerperties. Journal of Verbal Learning and Verbal Behavior,22,1-14.
Brown, A. L., Day, J. D., & Jones, R. S. (1983). The development of plans for summarizing texts. Child Development, 54, 968-979.
de Jong, M. T., & Bus, A. G. (2002). Quality of book-reading matters for emergentreaders: An experiment with the same book in regular or electronic format. Journal of Educational Psychology, 94, 145-155.
Ertem, İ.S. (2010). The effect of electronic storybooks on struggling fourth graders’ reading comprehension. The Turkish Online Journal of Educational Technology, 9(4),140-156
Gagné, E. D., Yekovich, C. W., & Yekovich, F. R. (1993). Cognitive psychology ofschool learning. g. New York, NY: Harper & Row.
Greenlee-Moore, M. E. & Smith, L. L. (1996). Interactive computer software: the effects on young children’s reading achievement. Reading Psychology: an International Quarterly, 17, 43-64.
Grimshaw, S., Dungworth, N., McKnight, C. & Morris, A. (2006). Electronic books: children’s reading and comprehension. British Journal of Educational Technology, 38(4), 583-599.
Gupta, S. & Gullett-Scaggs, C.(2011). ETextbooks: A framework to understanding their potential, Business Research Yearbook, 294-300.
Gunning, T. G.(1996). Creating reading instruction for all children, 2nd ed. Boston Allyn & Bacon.
Hansen, W.J. and Haas, C.(1988). Reading and writing with computers: a framework for explaining differences in performance. Communication of ACM, 37(9) 1080-1089.
Hidi, S., & Anderson V.(1986). Producting written summaries : Task demands, cognitive operations, and implications for instruction. Review of Educational Research, 56(4), 473-493.
Kim, J. K., Farzan, R., & Brusilovsky P. (2008). Social navigation and annotation for electronic books. Proceedings of the 2008 ACM workshop on Research advances in large digital book repositories, 25-28.
Landoni, M. and Diaz, P. (2012, January). E-education: design and evaluation for teaching and learning, Journal of Digital Information, 3(4), Retrieved from http://journals.tdl.org/jodi/article/viewArticle/118/85
Lefever-Davis, S. & Pearman, C.(2005). Early readers and eletronie texts:CD-ROM storybook features that influenee reading behaviors, The Reading Teacher 58(5), 446-454.
McFall, R.(2005). Electronic textbooks that transform how textbooks are used. The Electronic Library ,23(1), 72–81.
Marshall, C. C.(1997). Annotation: from paper books to the digital library. ACM Digital¸libraries’97, 131-140, New York, NY.
Marshall, C. C.(1998). Toward an ecology of hypertext annotation. Hypertext ’98, 40-49, New York, NY.
Mayer, R.E.(1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357-371.
Maynard, S. & Cheyne, E.(2005).Can electronic textbooks help children to learn? The Electronic Library, 23(1), 103-115.
Maynard, S. & McKnight, C.(2001). Children’s comprehension of electronic books: an empiricalstudy. The New Review of Children’s Literature and Librarianship, 7, 29-54.
McKenna, M.C. (1998). Electronic texts and the transformation of beginning reading. In D. Reinking, M. McKenna, L.D. Labbo, & R. Kieffer (Eds.), Handbook of Literacy and Technology,45-59, Mahwah, New Jersey:Lawrence Erlbaum Associates.
Obst,O. (2010). iPad and text books, Journal of the European Association for Health Information and Libraries,6(3),39-40.
O’Hara, K. & Sellen, A. (1997). Student Reader’s Use of Library Documents:Implications for Digital Library Technologies. CHI’98. Atlanta, NY: ACM Press.
Ovsiannikov, I. A., Arbib, M. A.,& Mcneill, T. H. (1999). Annotation Technology. International Journal of Human- Computer Studies, 50, 329–362.
Pattuelli, M. C. & Rabina, D. (2007). Forms, effects, function: LIS students' attitudes towards portable e-book readers. Aslib Proceedings: New Information Perspectives, 62(3), 228-244.
Project Gutenberg (2012, March 19). Retrieved from http://www.gutenberg.org/
Ricci, C. M., & Beal, C. R. (2002). The effect of interactive media on children’s story memory. Journal of Educational Psychology, 94, 138-144.
Roskos, K., Burstein, K., You, B.K., Brueck, J. &O’ Brien, C. (2011). A Formative Study of an E-book Instructional Model in Early Literacy.Creative Education, 2(1), 10-17.
Schilit, B.N., Price, M.N., Golovchinsky, G., Tanaka, K.& Marshall, C.C. (1999). The reading appliance revolution. IEEE 32(1), 65-73.
Sellen, A. & Harper, R. (1997). Paper as an Analytic Resource in the Design of New Technologies. Proceedings of CHZ97, 319-326.
Shiratuddin, N. & Landoni, M. (2000). Flexibility and facilities in children’s electronic textbooks. International Conference in Educational Multimedia, Hypermedia and Telecommunications, ED-MEDIA Proceedings, AACE, Montreal, Canada, 1703-1704.
Vassiliou, M. & Rowley, J. (2008). Progressing the definition of “e-book”. Library Hi Tech, 26(3), 355-368.
Wade, S. & Trathen, W. (1989). Effect of self-selected study methods on learning. Journal of Educational Psychology, 81, 40-47.
Weisberg, R., & Balajthy, E. (1990). Development of disabled readers' meatcomprehension ability through summarization training using expository text:Results of three studies. Reading, Writing, and Learning Disibilities, 6, 117-136.
Woody, W.D., Daniel, D.B. & Baker C.A. (2010). E-books or textbooks: Students prefer textbooks.Computers & Education, 55, 945-948