Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/37216
DC Field | Value | Language |
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dc.contributor.advisor | 詹志禹 | zh_TW |
dc.contributor.advisor | Zan, Zhi Yu | en_US |
dc.contributor.author | 黃蕙君 | zh_TW |
dc.contributor.author | Huang, Hui Chun | en_US |
dc.creator | 黃蕙君 | zh_TW |
dc.creator | Huang, Hui Chun | en_US |
dc.date | 2008 | en_US |
dc.date.accessioned | 2009-09-19T04:43:12Z | - |
dc.date.available | 2009-09-19T04:43:12Z | - |
dc.date.issued | 2009-09-19T04:43:12Z | - |
dc.identifier | G0921525132 | en_US |
dc.identifier.uri | https://nccur.lib.nccu.edu.tw/handle/140.119/37216 | - |
dc.description | 博士 | zh_TW |
dc.description | 國立政治大學 | zh_TW |
dc.description | 教育研究所 | zh_TW |
dc.description | 9215213 | zh_TW |
dc.description | 97 | zh_TW |
dc.description.abstract | 本研究的主要目的是探討「創意數位說故事課程」對故事創作的品質、創造力、和作文態度是否有幫助,並瞭解此類課程應用於國小高年級作文教學的可行性及侷限性。研究者採準實驗法之「不等組前後測設計」,以高雄市某國小五年級兩個班級的學童為樣本,安排一班為互動組,另一班為欣賞組,分別接受十二單元共60堂課的實驗課程,互動組接受「創意數位說故事」的課程,著重電子腦力激盪及故事分享等互動歷程;欣賞組接受「欣賞故事並將故事數位化」的課程,著重故事示範與欣賞。\n 本研究的研究工具為「新編創造力思考測驗」及研究者自編的「數位故事評量表」和「作文態度量表」,並蒐集質化資料(包括數位故事作品、學生課程反應的感想、趣味創作練習的資料等)。以獨立樣本單因子共變數統計以及相依樣本t考驗來進行分析,質化資料則是用來輔助量化結果的解釋。\n研究結果顯示:\n (一)在數位說故事的製作上,互動組與欣賞組有顯著差異,且欣賞組優於\n 互動組。\n (二)新編創造思考測驗的結果:在語文流暢力、語文變通力、語文獨創\n 力這些變項上,互動組與欣賞組有顯著差異,且互動組優於欣賞組。\n 但在圖形流暢力、圖形變通力、圖形獨創力和圖形精進力這些變項\n 上,互動組與欣賞組並無顯著差異。\n (三)在作文態度改善的結果上,互動組與欣賞組無顯著差異。\n (四)無論在數位說故事的製作上、新編創造思考測驗以及作文態度的結\n 果發現,互動組和欣賞組的後測皆高於前測。\n (五)創意數位說故事作文教學在國小階段是值得推行的。\n\n 研究者根據上述的研究結果提出建議,以作為教育應用及未來研究的參\n考。 | zh_TW |
dc.description.abstract | The main purpose of this research was to explore whether the 「creative digital story-telling course」 can help to improve story quality, creativity, and writing attitude, and understand the feasibilities and limitations of teaching similar courses to higher-grade students in primary schools. The researcher adopted 「nonequivalent pretest-posttest designs」 as a quasi-experimental study. Two classes of fifth grade students from a Kaohsiung school were selected as study samples; one class was assigned as an 「interactive group」, the other as an 「appreciation group」. Both respectively accepted twelve units in a total of 60 experimental courses. The interactive group took the lessons of 「creative digital storytelling」 that emphasized the interaction processes during electronic brain-storming, story sharing and so classes. The appreciation group took the courses of 「appreciating and digitalizing the stories」, which focused on story demonstration and appreciation. \n In this study, the research instruments comprised 「tests of creativity thinking in composition 」, the researcher’s self-created 「digital story rating scale」 and 「writing attitude rating scale」, and also the collections of qualitative data covering the digital story works, students』 reflections in response to the teaching courses, and the data of funny creation exercises. The analyses were conducted by one-way analysis of covariance for independent samples and dependent samples t-test. The qualitative data were used as supplementary explanations for the quantity results. \nThe research resulted in the following findings:\n 1. In respect of the production of digital \n storytelling, there were significant differences \n between the interactive group and the appreciation \n group; obviously the appreciation group performed \n better than the interactive group. \n 2. In light of the results from the tests of creative \n thinking in composition, there were remarkable \n differences between the two groups in respect to \n linguistic fluency, flexibility and originality; \n the interactive group was better than the \n appreciation group in the results. Nevertheless, \n it showed no much difference between the two \n groups in graphic creativity in terms of fluency, \n flexibility, originality and elaboration. \n 3. In respect of writing attitude improvement, there \n was no much difference between two groups.\n 4. The posttest scores were higher than pre-test \n scores for both interactive group and appreciation \n group in all experiments, including the production \n of digital storytelling, tests of creativity \n thinking in composition and writing attitude. \n 5. It is worthy to promote the creative digital \n storytelling in composition teaching for primary \n school educations.\n The researcher made suggestions in accordance with the above research findings, and served as a reference for \neducational applications and future studies. | en_US |
dc.description.tableofcontents | 目錄\n中文摘要………………………………………………………………………… I\n英文摘要 ………………………………………………………………………… II\n目次……………………………………………………………………………… IV\n表次…………………………………………………………………………………VI\n圖次……………………………………………………………………………… III\n第一章 緒論……………………………………………………………………1\n 第一節 研究動機與目的…………………………………………………2\n 第二節 待答問題與研究假設……………………………………………3\n 第三節 名詞釋義…………………………………………………………4\n 第四節 研究限制…………………………………………………………6\n第二章 文獻探討 \n 第一節 創意數位說故事的意義和功能…………………………………8\n 第二節 創意數位說故事的課程發展…………………………………15\n 第三節 創意作文教學的策略與方法…………………………………42\n 第四節 創意數位說故事課程…………………………………………55\n 第五節 國內繪本與作文教學的相關研究……………………………60\n 第六節 國外數位說故事與教學的相關研究…………………………63\n第三章 研究方法 \n 第一節 研究對像………………………………………………………69\n 第二節 研究工具………………………………………………………70\n 第三節 實驗設計………………………………………………………80\n 第四節 實驗處理………………………………………………………84\n 第五節 實施程序………………………………………………………92\n 第六節 資料分析………………………………………………………94\n第四章 結果與討論 \n 第一節 兩組學童在製作數位說故事的能力是否有差異?…………96\n 第二節 兩組學童的創造力分數是否有差異?………………………103\n 第三節 兩組學童在作文態度的改善方面是否有差異………………109\n 第四節 實驗結果的討論………………………………………………111\n 第五節 質性資料分析…………………………………………………114\n第五章 結論與建議 \n 第一節 結論……………………………………………………………120\n 第二節 建議……………………………………………………………130\n參考文獻 \n 中文部份 ………………………………………………………………137\n 西文部份 ………………………………………………………………140\n附 錄 \n 附錄一: 互動組數位說故事教學課程設計…………………………143\n 附錄二: 欣賞組數位說故事教學課程設計…………………………192\n 附錄三: 參與研究同意書……………………………………………228\n 附錄四: 「新編創造思考測驗」使用同意書………………………229\n 附錄五: 作文態度問卷(預試版)…………………………………230\n 附錄六: 作文態度問卷(正式版)…………………………………232\n 附錄七: 學生對課程反應的問題……………………………………234\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n表次\n表2-1 數位說故事應用軟體種類分析………………………………………13\n表2-2 語文能力指標與「創意數位說故事課程」活動對照表……………18\n表2-3 創意數位說故事課程中的多元智慧…………………………………26\n表2-4 電子式、言語式及名義式電子腦力激盪的效果提升與降低之比較31\n表2-5 國內故事繪本教學法對國中小學生創造力影響的實證研究………61\n表3-1 研究樣本學生人數分配表……………………………………………69\n表3-2 質性研究之階段、時間與工作概述…………………………………71\n表3-3 作文態度問卷(預試版)………………………………………………72\n表3-4 「作文態度」量表題目因素負荷量與信度係數……………………74\n表3-5 數位故事評量表………………………………………………………75\n表3-6 「數位故事評量表」題目的因素負荷量與信度係數………………76\n表3-7 「數位故事評量表」評分者之背景說明……………………………77\n表3-8 數位故事的評分者信度………………………………………………77\n表3-9 新編創造思考測驗評分者信度表……………………………………80\n表3-10 「創意數位說故事課程」的實驗設計…………………………….81\n表3-11 互動式與欣賞組數位說故事之教學對照表……………………….85\n表3-12 互動組數位說故事的課程安排…………………………………….89\n表3-13 欣賞組數位說故事的課程安排…………………………………….90\n表3-14 「互動組數位說故事」與「欣賞組數位說故事」異同處的分析.91\n表4-1 互動組和欣賞組在「故事評分」之平均數、標準差摘要表………96\n表4-2 以故事評量前測為共變量的組內迴歸係數同質性摘要表…………97\n表4-3 以故事評量前測為共變量的教學模式之共變數分析摘要表………98\n表4-4 以故事評量中測為共變量的教學模式之組內迴歸係數同質性摘要表……………………………………………………………………………………98\n表4-5 以故事評量中測為共變量的教學模式之共變數分析摘要表………98\n表4-6 以故事評量前測為共變量的教學模式之組內迴歸係數同質性摘要表……………………………………………………………………………………99\n表4-7 以故事評量前測為共變量的教學模式之共變數分析摘要表………99\n表4-8 以故事評量前測為共變量的教學模式之組內迴歸係數同質性摘要表………………………………………………………………………………….100\n表4-9 以故事評量前測為共變量的教學模式之共變數分析摘要表…….100\n表4-10 故事評量調整後的平均數…………………………………………100\n表4-11 學生「故事評量」分數比較摘要…………………………………101\n表4-12 互動組學生「故事評量」等第比較摘要…………………………102\n表4-13 欣賞組學生「故事評量」等第比較摘要…………………………103\n表4-14 兩組在「語文創造力」前後測的平均數、標準…………………104\n表4-15 「語文創造力」之組內迴歸係數同質性考驗摘要………………104\n表4-16 兩組教學效果在「語文創造力」之共變數分析摘要……………105\n表4-17 互動組與欣賞組在「語文創造力」三分項之調節平均數比……105\n表4-18 兩組學童在圖形創造力四分項前測與後測表現之平均數與標準\n 差……………………………………………………………………107\n表4-19 「圖形創造力」之組內迴歸係數同質性考驗摘要表……………108\n表4-20 兩組教學效果在「圖形創造力」之共變數分析摘要……………108\n表4-21 互動組和欣賞組「作文態度」前後測的平均數、標準差………109\n表4-22 以作文態度前測為共變量的教學模式之組內迴歸係數同質性考驗摘要表…………………………………………………………………………….110\n表4-23 以作文態度前測為共變量的教學模式之共變數分析摘要表……110\n表4-24 互動組和欣賞組「作文態度」的調整後平均數和標準誤………110\n\n\n\n\n\n\n\n\n\n \n圖次\n圖2-1 創意數位說故事的課程發展程序……………………………………16\n圖2-2 雙代碼假說下的創意數位說故事課程………………………………22\n圖2-3 建構論觀點下的創意數位說故事課程………………………………23\n圖2-4 多元智慧下的創意數位說故事課程…………………………………27\n圖2-5 鷹架作用下的創意數位說故事課程…………………………………28\n圖2-6 專題導向學習下的創意數位說故事課程……………………………30\n圖2-7 電子式與言語式腦力激盪的效果提升與降低之曲線圖……………33\n圖2-8 整合式電子腦力激盪網頁……………………………………………35\n圖2-9 電子腦力激盪下的創意數位說故事課程……………………………35\n圖2-10 「創意數位說故事課程」和基礎理論的結合圖………………… 36\n圖2-11 數位說故事融入藝術教育科技的課程模式……………………….39\n圖2-12 情節角色循環關係圖……………………………………………….41\n圖2-13 創意寫作的教學模式……………………………………………….48\n圖2-14 創意數位說故事課程的教學模式………………………………….55\n圖3-1 「創意數位說故事課程」的共變項與控制變項之結構……………82\n圖3-2 「創意數位說故事課程」的自變項、依變項之結構………………83\n圖3-3 每一單元互動組數位說故事作文教學之流程結構圖………………87\n圖3-4 每一單元欣賞組數位說故事組作文教學之流程結構圖……………88\n圖3-5 研究實施程序圖………………………………………………………93\n圖4-1 兩組學童語文流暢力之前後測與調節平均數之比較…………….106\n圖4-2 兩組學童語文變通力之前後測與調節平均數之比較…………….106\n圖4-3 兩組學童語文獨創力之前後測與調節平均數之比較…………….107\n圖5-1 修正後的數位說故事教學模式…………………………………….129 | zh_TW |
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dc.language.iso | en_US | - |
dc.source.uri | http://thesis.lib.nccu.edu.tw/record/#G0921525132 | en_US |
dc.subject | 數位說故事 | zh_TW |
dc.subject | 準實驗研究 | zh_TW |
dc.subject | 創造力 | zh_TW |
dc.subject | 課程教學 | zh_TW |
dc.subject | digital story selling | en_US |
dc.subject | quasi-experiment | en_US |
dc.subject | creativity | en_US |
dc.subject | course teaching | en_US |
dc.title | 創意數位說故事教學之成效 | zh_TW |
dc.title | Teaching effectiveness of innovative digital storytelling | en_US |
dc.type | thesis | en |
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dc.relation.reference | tutoring in problem solving. Journal of Child Child | zh_TW |
dc.relation.reference | Psychology﹐17﹐89–100. | zh_TW |
item.grantfulltext | open | - |
item.openairetype | thesis | - |
item.openairecristype | http://purl.org/coar/resource_type/c_46ec | - |
item.fulltext | With Fulltext | - |
item.languageiso639-1 | en_US | - |
item.cerifentitytype | Publications | - |
Appears in Collections: | 學位論文 |
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