學術產出-學位論文
文章檢視/開啟
書目匯出
-
題名 知識翻新反思活動對學生英文寫故事之影響
Effects of Knowledge Building Reflective Activities on Students’ English Story Writing作者 張雅玲
Chang, Ya-Ling貢獻者 洪煌堯
Hong, Huang-Yao
張雅玲
Chang, Ya-Ling關鍵詞 知識翻新
英文寫故事
學生反思
Knowledge building
English story writing
Student reflection日期 2020 上傳時間 3-八月-2020 18:24:14 (UTC+8) 摘要 本論文的研究目的在探討知識翻新反思活動對學生英語寫故事的影響。以台北市某公立國中兩個八年級的班級學生為研究對象。研究採用準實驗法，於每週一次的英語彈性課程中實施。實驗組18人、對照組22人。教學設計上兩組間主要的差異為：實驗組，教師以知識翻新原則引導學生學習及反思，而對照組則進行針對課程中的教材內容學習與反思。透過這兩種不同的教學設計，本研究探討知識翻新原則融入反思之學習方式對學生在知識平台上想法發展歷程、英語寫故事表現、及學習反思歷程的影響。研究資料來源主要：(1)學生於知識平台的活動貼文；(2)學生於知識平台的反思貼文；(3)學生的校園導覽手寫文稿；(4)學生於線上表單上所填寫的期末整體反思。資料分析主要透過無母數檢定—Mann-Whitney U test分析實驗組與對照組間在以下變數的差異：(1)平台上活動量之描述統計；(2)平台上的整體想法表現；(3)十二年國教課綱國民中小學素養導向標準本位評量計畫之英語文口說評量標準；(4)線上表單上所填寫的期末整體反思面向。根據分析結果，本研究的三個主要發現如下：(1)知識翻新反思活動有助促進學生思考並改進其想法歷程；(2)知識翻新反思活動有助於學生在寫英語故事時進行想法改善的思考；(3)知識翻新反思活動也能促進更多情意以及認知高階層次的發展。
The purpose of this research is to investigate the effects of knowledge building reflective activities on students’ English story writing. Participants are two classes of eighth graders in a public junior high school in Taipei city. This is an experimental research, which conducted in English class once a week. 18 students are in the experimental group and 22 students are in the controlled group. The main difference between the teaching designs of the two groups is in the experimental group the teacher leads the students to learn and reflect by using knowledge building principles, and in the controlled group, students focus on and reflect on the learning content. Through the two different teaching designs, this research explores the effects of knowledge building reflective activities on students’ idea generation on Knowledge Forum, the performance of English story writing and students’ learning reflection. The data were analyzed by Mann-Whitney U test to compare the difference between the experimental group and the controlled group on the following variables: (1) descriptive statistics of the students’ situation on the Knowledge Forum (2) students’ performance of overall thoughts on Knowledge Forum (3) Standard-based Assessment of Student Achievement for Elementary and Junior High School Students, SBASA (4) overall reflection at the end of the semester on the online form.According to the analysis, there are three main findings, (1) knowledge building reflective activities do facilitate students think and improve their idea generation (2) knowledge building reflective activities do help students improve ideas while writing English stories (3) knowledge building reflective activities do trigger the development of affective domains and higher level of cognitive domains.參考文獻 壹、中文文獻王珮琪（2016）。差異化教學難，不難! 差異化教學於高中英文寫作課程實作應 用。中等教育，4，146-162。王靜華（2016）。知識翻新對國小四年級學生閱讀理解和寫作表現之影響。國立政治大學教育學系碩士論文，台北市。取自：https://hdl.handle.net/11296/24gmqt李思衡（2017）。正向思考的反思實踐對師資生專業成長之研究-以一所大學物理教材教法為例。國立彰化師範大學物理學系碩士論文，彰化縣。 取自：https://hdl.handle.net/11296/8k4899林佩君（2018）。教師透過數位化說故事教學對國小五年級生英語字彙量及單字存留之研究。中原大學教育研究所碩士論文，桃園縣。 取自：https://hdl.handle.net/11296/htye4s林逢祺（2003）。由思維歷程透視教學原理：社威《思維術》方法論之衍釋。教育研究集刊，49（1），1-29。徐綺穗 （2011）。從 Grossman 的反思層次來分析學生的行動反思內涵。教育學誌，25，29-53。吳姿瑩（2019）。探究式學習融入高中英文寫作課程與英文寫作能力提升之行動研究。國立政治大學圖書資訊與檔案學研究所碩士論文，台北市。 取自： https://hdl.handle.net/11296/c465jw陳宜美（2019）。知識翻新活動融入英語課程對國中生閱讀理解及口說能力之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/74e34b陳怡茜（2015）。運用數位說故事提升國中生英文口說能力、溝通表達能力與創意思考能力。國立成功大學教育研究所碩士論文，台南市。 取自：https://hdl.handle.net/11296/x8nq3f陳佩如（2019）。圖像素養融入多模態英語寫作:以兩位臺灣高中生為例之個案分析。國立政治大學英國語文學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/q75j5y陳韋辰 (2015)。數位戲劇式說故事對於語文學習投人與創造力自我效能之影響。中央大學網路學習科技研究所學位論文，桃園市。取自：http://www.airitilibrary.com/Publication/alDetailedMesh?docid=U0031-0412201512073365黃姿瑋（2015）。融入知識翻新教學對國小學童閱讀理解和閱讀動機之影響。國立政治大學教育研究所碩士論文，台北市。 取自：https://hdl.handle.net/11296/5djtyf黃啟菱(2019年1月19日)。搶救作文能力！數位孩子，寫作怎麼教？【未來FAMILY】。取自： https://www.gvm.com.tw/article.html?id=55640黃凱螳（2019）。焦點討論法應用於師資生反思學習之研究。國立暨南國際大學課程教學與科技研究所碩士論文，南投縣。 取自：https://hdl.handle.net/11296/846z4t曾宇君（2017）。高中生使用臉書和紙筆的混合式英文寫作教學之效益研究。 國立高雄師範大學英語學系碩士論文，高雄市。 取自:https://hdl.handle.net/11296/wak3tx楊怡婷（2016）。電腦輔助知識翻新活動對高中生學習環境感知與英文寫作表現之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/cdu45m張涵硯（2018）。特教教師有效能教學之探討－以國立南投特殊教育學校為例。國立雲林科技大學休閒運動研究所碩士論文，雲林縣。 取自：https://hdl.handle.net/11296/s5448v張閔惠（2017）。以ADDIE模式結合數位說故事發展教學方案於國小高年級學童閱讀表現之研究。國立臺北教育大學教育學系教育創新與評鑑碩士班碩士論文，台北市。 取自： https://hdl.handle.net/11296/46qvt6張德銳、李俊達（2011）。教學行動研究中對中學教師教學省思影響之研究。教育研究與發展期刊，7（1），151-178。教育部（2015）。十二年國民基本教育課程綱要總綱。取自:https://www.naer.edu.tw/ezfiles/0/1000/attach/93/pta_9857_937256_49344.pdf國立臺灣師範大學心理與教育測驗研究發展中心（2019）。十二年國教課綱國民中小學素養導向標準本位評量計畫。取自:https://www.sbasa.ntnu.edu.tw/SBASA/Subject/SubjectEnglish_3.aspx葉晏瑜（2019）。知識翻新活動對英語閱讀理解、焦慮及動機之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/67v43k葉巧玉（2011）。以照片引談法促進大學國際志工服務學習反思之研究。國立暨 南國際大學成人與繼續教育研究所碩士論文，南投縣。 取自： https://hdl.handle.net/11296/zu7vaw潘麗晴（2017）。運用合作數位說故事提升國小學童英語學習動機及表現之行動研究。國立臺中教育大學教師專業碩士學位學程碩士論文，台中市。 取自https://hdl.handle.net/11296/3a947b戴妤蓁（2019）。運用Storybird於國小六年級英語寫作教學之行動研究。國立 臺中教育大學教師專業碩士學位學程碩士論文，台中市。 取自： https://hdl.handle.net/11296/schazr簡梅瑩（2008）。促進反思教學發展與實施之行動研究。中等教育，59（1），22-35。貳、英文文獻Anderson, L. W., & Krathwohl, D. R. (2009). A taxonomy for learning,teaching, and assessing: A revision of Bloom`s taxonomy of educationalobjectives (pp66-88). Bergen, NJ：Prentice HallArgyris, C. (2002). Double-loop learning, teaching, and research. Academy of Management Learning & Education, 1(2), 206-218.Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of KoreanEnglish language learners. Reading in a Foreign Language, 27(2), 242.Conderman, G. (2011). Middle school co-teaching: Effective practices and studentreflections. Middle School Journal, 42(4), 24-31.Davis, E. A. (2003). Prompting middle school science students for productivereflection: Generic and directed prompts. The Journal of the Learning Sciences,12(1), 91-142.Gislason, M. K., Morgan, V. S., Mitchell-Foster, K., & Parkes, M. W. (2018). Voices from the landscape: Storytelling as emergent counter-narratives and collective action from northern BC watersheds. Health & place, 54, 191-199.Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57(1), 15-22.Haneda, M., & Wells, G. (2000). Writing in knowledge-building communities. Research in the Teaching of English, 430-457.Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning,teaching, and assessing: A revision of Bloom`s taxonomy of educationalobjectives (pp63-94). Bergen, NJ：Prentice HallLin, Y. T., Wen, M. L., Jou, M., & Wu, D. W. (2014). A cloud-based learning environment for developing student reflection abilities. Computers in Human Behavior, 32, 244-252.Lipshitz, R. (2000). Chic, mystique, and misconception: Argyris and Schön and the rhetoric of organizational learning. The Journal of Applied Behavioral Science, 36(4), 456-473.Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences. Early Childhood Education Journal, 46(1), 129-139.Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913-935.Liu, X., Jiao, J., & Chen, J. (2016, July). Writing collaboratively via wiki: An English teaching study. In International Conference on Blended Learning (pp. 14-23). Springer, Cham.Matsumura, L. C., Correnti, R., & Wang, E. (2015). Classroom writing tasks and students` analytic text‐based writing. Reading Research Quarterly, 50(4), pp. 417-438.Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371-389.Metfessel, N. S., Michael, W.B. & Kirsner, D.A. （1969, Feburary）.Instrumentation of Bloom`s and Krathwohl`s taxonomies for writing educationalobjectives. (pp.1-10) In W. J. Popham（Chair）, AERA AnnualMeeting. Symposium conducted at the meeting of California, LA.Pelletier, J., Reeve, R., & Halewood, C. (2006). Young children`s knowledge building and literacy development through Knowledge Forum®. Early education and development, 17(3), 323-346.Peng, D. L. (2007). Design Principles for EFL Writing Instruction in a Technologically-mediated Knowledge Building Environment.課程與教學, 10(3), 161-186.Portman, S. (2019). Reflective Journaling: A Portal into the Virtues of Daily Writing. The Reading Teacher.Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning–a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.Rollins, C. (1957). StoryTelling-Its Value and Importance. Elementary English, 34(3), 164-166.Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 97, 67-98.Scardamalia, M., & Bereiter, C. (2006). Knowledge building: theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences, 97-118.Schön, D. (1938). The reflective practitioner. New York, 1083.Shanahan, T. (2015). Common Core State Standards: A new role for writing. The Elementary School Journal, 115(4), pp. 464-479.Shea, M. (2015). Differentiating writing instruction: Meeting the diverse needs of authors in a classroom. Journal of Inquiry and Action in Education, 6(2), 4.Singh, C. K. S., Tan, P. M., Abdullah, O., & Mostafa, N. A. (2017). ESLLearners’ Perspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progresive Education and Development6 (4), 74-89.Sobral, D. T. (2005). Medical students’ mindset for reflective learning: a revalidation study of the reflection-in-learning scale. Advances in Health Sciences Education, 10(4), 303-314.Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), 150-155.Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38(2), 147-171.Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320-340.Wass, R., & Rogers, T. (2019). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education and Teaching International, 1-11.Woo, M., Chu, S. K. W., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students` collaborative writing. Educational technology & society, 14(1), 43-54.Yeom, E. Y. (2018). How Visual Thinking Strategies Using Picture Book Images can Improve Korean Secondary EFL Students’ L2 Writing. ENGLISH TEACHING (영어교육), 73(1), 23-47.Yu, L. T. (2014). A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher. JALT CALL Journal, 10(3), 189-202. 描述 碩士
國立政治大學
教育學系
107152011資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107152011 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang-Yao en_US dc.contributor.author (作者) 張雅玲 zh_TW dc.contributor.author (作者) Chang, Ya-Ling en_US dc.creator (作者) 張雅玲 zh_TW dc.creator (作者) Chang, Ya-Ling en_US dc.date (日期) 2020 en_US dc.date.accessioned 3-八月-2020 18:24:14 (UTC+8) - dc.date.available 3-八月-2020 18:24:14 (UTC+8) - dc.date.issued (上傳時間) 3-八月-2020 18:24:14 (UTC+8) - dc.identifier (其他 識別碼) G0107152011 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131251 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 107152011 zh_TW dc.description.abstract (摘要) 本論文的研究目的在探討知識翻新反思活動對學生英語寫故事的影響。以台北市某公立國中兩個八年級的班級學生為研究對象。研究採用準實驗法，於每週一次的英語彈性課程中實施。實驗組18人、對照組22人。教學設計上兩組間主要的差異為：實驗組，教師以知識翻新原則引導學生學習及反思，而對照組則進行針對課程中的教材內容學習與反思。透過這兩種不同的教學設計，本研究探討知識翻新原則融入反思之學習方式對學生在知識平台上想法發展歷程、英語寫故事表現、及學習反思歷程的影響。研究資料來源主要：(1)學生於知識平台的活動貼文；(2)學生於知識平台的反思貼文；(3)學生的校園導覽手寫文稿；(4)學生於線上表單上所填寫的期末整體反思。資料分析主要透過無母數檢定—Mann-Whitney U test分析實驗組與對照組間在以下變數的差異：(1)平台上活動量之描述統計；(2)平台上的整體想法表現；(3)十二年國教課綱國民中小學素養導向標準本位評量計畫之英語文口說評量標準；(4)線上表單上所填寫的期末整體反思面向。根據分析結果，本研究的三個主要發現如下：(1)知識翻新反思活動有助促進學生思考並改進其想法歷程；(2)知識翻新反思活動有助於學生在寫英語故事時進行想法改善的思考；(3)知識翻新反思活動也能促進更多情意以及認知高階層次的發展。 zh_TW dc.description.abstract (摘要) The purpose of this research is to investigate the effects of knowledge building reflective activities on students’ English story writing. Participants are two classes of eighth graders in a public junior high school in Taipei city. This is an experimental research, which conducted in English class once a week. 18 students are in the experimental group and 22 students are in the controlled group. The main difference between the teaching designs of the two groups is in the experimental group the teacher leads the students to learn and reflect by using knowledge building principles, and in the controlled group, students focus on and reflect on the learning content. Through the two different teaching designs, this research explores the effects of knowledge building reflective activities on students’ idea generation on Knowledge Forum, the performance of English story writing and students’ learning reflection. The data were analyzed by Mann-Whitney U test to compare the difference between the experimental group and the controlled group on the following variables: (1) descriptive statistics of the students’ situation on the Knowledge Forum (2) students’ performance of overall thoughts on Knowledge Forum (3) Standard-based Assessment of Student Achievement for Elementary and Junior High School Students, SBASA (4) overall reflection at the end of the semester on the online form.According to the analysis, there are three main findings, (1) knowledge building reflective activities do facilitate students think and improve their idea generation (2) knowledge building reflective activities do help students improve ideas while writing English stories (3) knowledge building reflective activities do trigger the development of affective domains and higher level of cognitive domains. en_US dc.description.tableofcontents 謝辭 I摘要 IIABSTRACT III目次 IV表次 VI圖次 VII第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 4第三節 名詞釋義 5第四節 研究範圍與限制 7第二章 文獻探討 8第一節 知識翻新原則 8第二節 數位說故事 11第三節 英文寫作教學 14第四節 教師教學省思 19第五節 學生學習反思 22第三章 研究方法 26第一節 研究對象與研究場域 26第二節 研究設計 27第三節 學習活動設計 28第四節 研究工具 30第五節 研究流程 46第六節 資料處理與統計分析 47第四章 研究結果 49第一節 知識翻新反思活動對學生想法歷程的影響 49第二節 知識翻新反思活動對學生英文寫故事表現的影響 52第三節 知識翻新反思活動對學生學習反思的影響 56第五章 結論與建議 60第一節 結論 60第二節 建議 62參考文獻 63壹、中文文獻 63貳、英文文獻 66附錄一：學習活動設計 70附錄二：第五週學習單 81附錄三：第六週學習單 82附錄四：第七週學習單 83附錄五：對照組學生的校園導覽稿 84附錄六：實驗組學生的校園稿覽稿 85附錄七：線上訪談問卷的題目 86 zh_TW dc.format.extent 4335695 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107152011 en_US dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 英文寫故事 zh_TW dc.subject (關鍵詞) 學生反思 zh_TW dc.subject (關鍵詞) Knowledge building en_US dc.subject (關鍵詞) English story writing en_US dc.subject (關鍵詞) Student reflection en_US dc.title (題名) 知識翻新反思活動對學生英文寫故事之影響 zh_TW dc.title (題名) Effects of Knowledge Building Reflective Activities on Students’ English Story Writing en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文文獻王珮琪（2016）。差異化教學難，不難! 差異化教學於高中英文寫作課程實作應 用。中等教育，4，146-162。王靜華（2016）。知識翻新對國小四年級學生閱讀理解和寫作表現之影響。國立政治大學教育學系碩士論文，台北市。取自：https://hdl.handle.net/11296/24gmqt李思衡（2017）。正向思考的反思實踐對師資生專業成長之研究-以一所大學物理教材教法為例。國立彰化師範大學物理學系碩士論文，彰化縣。 取自：https://hdl.handle.net/11296/8k4899林佩君（2018）。教師透過數位化說故事教學對國小五年級生英語字彙量及單字存留之研究。中原大學教育研究所碩士論文，桃園縣。 取自：https://hdl.handle.net/11296/htye4s林逢祺（2003）。由思維歷程透視教學原理：社威《思維術》方法論之衍釋。教育研究集刊，49（1），1-29。徐綺穗 （2011）。從 Grossman 的反思層次來分析學生的行動反思內涵。教育學誌，25，29-53。吳姿瑩（2019）。探究式學習融入高中英文寫作課程與英文寫作能力提升之行動研究。國立政治大學圖書資訊與檔案學研究所碩士論文，台北市。 取自： https://hdl.handle.net/11296/c465jw陳宜美（2019）。知識翻新活動融入英語課程對國中生閱讀理解及口說能力之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/74e34b陳怡茜（2015）。運用數位說故事提升國中生英文口說能力、溝通表達能力與創意思考能力。國立成功大學教育研究所碩士論文，台南市。 取自：https://hdl.handle.net/11296/x8nq3f陳佩如（2019）。圖像素養融入多模態英語寫作:以兩位臺灣高中生為例之個案分析。國立政治大學英國語文學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/q75j5y陳韋辰 (2015)。數位戲劇式說故事對於語文學習投人與創造力自我效能之影響。中央大學網路學習科技研究所學位論文，桃園市。取自：http://www.airitilibrary.com/Publication/alDetailedMesh?docid=U0031-0412201512073365黃姿瑋（2015）。融入知識翻新教學對國小學童閱讀理解和閱讀動機之影響。國立政治大學教育研究所碩士論文，台北市。 取自：https://hdl.handle.net/11296/5djtyf黃啟菱(2019年1月19日)。搶救作文能力！數位孩子，寫作怎麼教？【未來FAMILY】。取自： https://www.gvm.com.tw/article.html?id=55640黃凱螳（2019）。焦點討論法應用於師資生反思學習之研究。國立暨南國際大學課程教學與科技研究所碩士論文，南投縣。 取自：https://hdl.handle.net/11296/846z4t曾宇君（2017）。高中生使用臉書和紙筆的混合式英文寫作教學之效益研究。 國立高雄師範大學英語學系碩士論文，高雄市。 取自:https://hdl.handle.net/11296/wak3tx楊怡婷（2016）。電腦輔助知識翻新活動對高中生學習環境感知與英文寫作表現之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/cdu45m張涵硯（2018）。特教教師有效能教學之探討－以國立南投特殊教育學校為例。國立雲林科技大學休閒運動研究所碩士論文，雲林縣。 取自：https://hdl.handle.net/11296/s5448v張閔惠（2017）。以ADDIE模式結合數位說故事發展教學方案於國小高年級學童閱讀表現之研究。國立臺北教育大學教育學系教育創新與評鑑碩士班碩士論文，台北市。 取自： https://hdl.handle.net/11296/46qvt6張德銳、李俊達（2011）。教學行動研究中對中學教師教學省思影響之研究。教育研究與發展期刊，7（1），151-178。教育部（2015）。十二年國民基本教育課程綱要總綱。取自:https://www.naer.edu.tw/ezfiles/0/1000/attach/93/pta_9857_937256_49344.pdf國立臺灣師範大學心理與教育測驗研究發展中心（2019）。十二年國教課綱國民中小學素養導向標準本位評量計畫。取自:https://www.sbasa.ntnu.edu.tw/SBASA/Subject/SubjectEnglish_3.aspx葉晏瑜（2019）。知識翻新活動對英語閱讀理解、焦慮及動機之影響。國立政治大學教育學系碩士論文，台北市。 取自：https://hdl.handle.net/11296/67v43k葉巧玉（2011）。以照片引談法促進大學國際志工服務學習反思之研究。國立暨 南國際大學成人與繼續教育研究所碩士論文，南投縣。 取自： https://hdl.handle.net/11296/zu7vaw潘麗晴（2017）。運用合作數位說故事提升國小學童英語學習動機及表現之行動研究。國立臺中教育大學教師專業碩士學位學程碩士論文，台中市。 取自https://hdl.handle.net/11296/3a947b戴妤蓁（2019）。運用Storybird於國小六年級英語寫作教學之行動研究。國立 臺中教育大學教師專業碩士學位學程碩士論文，台中市。 取自： https://hdl.handle.net/11296/schazr簡梅瑩（2008）。促進反思教學發展與實施之行動研究。中等教育，59（1），22-35。貳、英文文獻Anderson, L. W., & Krathwohl, D. R. (2009). A taxonomy for learning,teaching, and assessing: A revision of Bloom`s taxonomy of educationalobjectives (pp66-88). Bergen, NJ：Prentice HallArgyris, C. (2002). Double-loop learning, teaching, and research. Academy of Management Learning & Education, 1(2), 206-218.Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of KoreanEnglish language learners. Reading in a Foreign Language, 27(2), 242.Conderman, G. (2011). Middle school co-teaching: Effective practices and studentreflections. Middle School Journal, 42(4), 24-31.Davis, E. A. (2003). Prompting middle school science students for productivereflection: Generic and directed prompts. The Journal of the Learning Sciences,12(1), 91-142.Gislason, M. K., Morgan, V. S., Mitchell-Foster, K., & Parkes, M. W. (2018). Voices from the landscape: Storytelling as emergent counter-narratives and collective action from northern BC watersheds. Health & place, 54, 191-199.Grossman, R. (2009). Structures for facilitating student reflection. College Teaching, 57(1), 15-22.Haneda, M., & Wells, G. (2000). Writing in knowledge-building communities. Research in the Teaching of English, 430-457.Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning,teaching, and assessing: A revision of Bloom`s taxonomy of educationalobjectives (pp63-94). Bergen, NJ：Prentice HallLin, Y. T., Wen, M. L., Jou, M., & Wu, D. W. (2014). A cloud-based learning environment for developing student reflection abilities. Computers in Human Behavior, 32, 244-252.Lipshitz, R. (2000). Chic, mystique, and misconception: Argyris and Schön and the rhetoric of organizational learning. The Journal of Applied Behavioral Science, 36(4), 456-473.Lisenbee, P. S., & Ford, C. M. (2018). Engaging Students in Traditional and Digital Storytelling to Make Connections Between Pedagogy and Children’s Experiences. Early Childhood Education Journal, 46(1), 129-139.Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913-935.Liu, X., Jiao, J., & Chen, J. (2016, July). Writing collaboratively via wiki: An English teaching study. In International Conference on Blended Learning (pp. 14-23). Springer, Cham.Matsumura, L. C., Correnti, R., & Wang, E. (2015). Classroom writing tasks and students` analytic text‐based writing. Reading Research Quarterly, 50(4), pp. 417-438.Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371-389.Metfessel, N. S., Michael, W.B. & Kirsner, D.A. （1969, Feburary）.Instrumentation of Bloom`s and Krathwohl`s taxonomies for writing educationalobjectives. (pp.1-10) In W. J. Popham（Chair）, AERA AnnualMeeting. Symposium conducted at the meeting of California, LA.Pelletier, J., Reeve, R., & Halewood, C. (2006). Young children`s knowledge building and literacy development through Knowledge Forum®. Early education and development, 17(3), 323-346.Peng, D. L. (2007). Design Principles for EFL Writing Instruction in a Technologically-mediated Knowledge Building Environment.課程與教學, 10(3), 161-186.Portman, S. (2019). Reflective Journaling: A Portal into the Virtues of Daily Writing. The Reading Teacher.Quinton, S., & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning–a teaching model. Innovations in Education and Teaching International, 47(1), 125-135.Rollins, C. (1957). StoryTelling-Its Value and Importance. Elementary English, 34(3), 164-166.Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 97, 67-98.Scardamalia, M., & Bereiter, C. (2006). Knowledge building: theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences, 97-118.Schön, D. (1938). The reflective practitioner. New York, 1083.Shanahan, T. (2015). Common Core State Standards: A new role for writing. The Elementary School Journal, 115(4), pp. 464-479.Shea, M. (2015). Differentiating writing instruction: Meeting the diverse needs of authors in a classroom. Journal of Inquiry and Action in Education, 6(2), 4.Singh, C. K. S., Tan, P. M., Abdullah, O., & Mostafa, N. A. (2017). ESLLearners’ Perspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progresive Education and Development6 (4), 74-89.Sobral, D. T. (2005). Medical students’ mindset for reflective learning: a revalidation study of the reflection-in-learning scale. Advances in Health Sciences Education, 10(4), 303-314.Sun, C., & Feng, G. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. English Language Teaching, 2(1), 150-155.Sun, Y., Zhang, J., & Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science, 38(2), 147-171.Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320-340.Wass, R., & Rogers, T. (2019). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education and Teaching International, 1-11.Woo, M., Chu, S. K. W., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students` collaborative writing. Educational technology & society, 14(1), 43-54.Yeom, E. Y. (2018). How Visual Thinking Strategies Using Picture Book Images can Improve Korean Secondary EFL Students’ L2 Writing. ENGLISH TEACHING (영어교육), 73(1), 23-47.Yu, L. T. (2014). A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher. JALT CALL Journal, 10(3), 189-202. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202000749 en_US
