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題名 具合作腳本之合作閱讀標註與共筆議論文論證寫作模式以及學習成效評估研究
An Argumentative Writing Mode with Cooperation Script based on a Collaborative Reading Annotation and Writing System to Facilitate Writing Performance
作者 蔡宗飛
Cai, Zong-Fei
貢獻者 陳志銘
Chen, Chin-Ming
蔡宗飛
Cai, Zong-Fei
關鍵詞 議論文教學
合作閱讀標註系統
合作共筆系統
論證模式
合作腳本
先備知識
認知風格
團體凝聚力
團體效能
Argumentative writing teaching
Collaborative reading annotation system
Collaborative writing system
Argumentation pattern
Cooperation script
Prior knowledge
Cognitive style
Group cohesion
Group efficacy
日期 2021
上傳時間 4-Aug-2021 16:45:11 (UTC+8)
摘要 議論文的學習能培養學習者思辨與議論能力的極佳管道，對於學習者而言是不可或缺的能力，但以教學現狀來說，議論文的寫作教學有其困難之處，急需改善。因此，本研究發展「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」，希望透過創新的教學模式，為教學者與學習者找到有效提升議論文寫作成效的新方法。
本研究採用準實驗研究法設計教學實驗，並以臺中市某公立國小五年級兩個班級共51名學生為研究對象，將兩個班級分別隨機分派為實驗組與控制組。其中一班24名學生被分派為使用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的實驗組；另一班27名學生被分派為使用「不具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的控制組，探討兩組學習者，以及兩組不同以先備知識和認知風格學習者在學習成效、團體凝聚力與團體效能上是否具有顯著的差異。
研究結果發現，採用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」輔助議論文共筆的整體學習者、高低不同先備知識學習者，以及不同認知風個學習者，其學習成效皆顯著優於採用「不具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的控制組。但在團體凝聚力與團體效能上，則沒有達到統計上的顯著差異。
最後基於研究結果，本研究提出應用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」於教學場域的教學建議，以及未來可以進一步探討的研究方向。整體而言，本研究提供一個議論文寫作教學之創新有效教學模式，對於促進議論文寫作成效具有貢獻。
The study of how to write an argumentative essay is an excellent channel for cultivating learners’ thinking and argumentation ability and it is an indispensable ability for learners. However, in terms of the current teaching situation, the teaching of argumentative essays has its difficulties that need to be overcome urgently. Therefore, this study develops an argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system, hoping to find a new way for teachers and learners to effectively improve the learning effectiveness of argumentation writing through an innovative teaching model.
In this study, a quasi-experimental research method was used to design an instruction experiment, and a total of 51 students in two fifth-grade classes of a public elementary school in Taichung City were recruited as the research subjects. The two classes were randomly assigned to the experimental group and the control group. Among them, 24 students in one class were assigned to the experimental group using an argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system, while 27 students in the other class were assigned to use an argumentative writing mode without cooperation script based on a collaborative reading annotation and writing system. This study examines whether two groups of learners and two groups of learners with different prior knowledge and cognitive styles have significant differences in learning effectiveness, group cohesion, and group efficacy.
The study found that the overall learners, learners with different levels of prior knowledge, and learners with different cognitive styles who used the argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system to assist the co-authoring of argumentative essays, their learning performance were significantly better than those of the control group that adopted the argumentative writing mode without cooperation script based on a collaborative reading annotation and writing system. However, there is no statistically significant difference in group cohesion and group efficacy.
Finally, based on the research results, this study proposes several teaching suggestions for applying the argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system in the teaching field, as well as several research directions that can be further explored in the future. On the whole, this study presents an innovative and effective teaching model for the teaching of argumentative essay writing, which contributes to the promotion of the learning performance of argumentative essay writing.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
108913015
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108913015
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chin-Mingen_US
dc.contributor.author (Authors) 蔡宗飛zh_TW
dc.contributor.author (Authors) Cai, Zong-Feien_US
dc.creator (作者) 蔡宗飛zh_TW
dc.creator (作者) Cai, Zong-Feien_US
dc.date (日期) 2021en_US
dc.date.accessioned 4-Aug-2021 16:45:11 (UTC+8)-
dc.date.available 4-Aug-2021 16:45:11 (UTC+8)-
dc.date.issued (上傳時間) 4-Aug-2021 16:45:11 (UTC+8)-
dc.identifier (Other Identifiers) G0108913015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136764-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 108913015zh_TW
dc.description.abstract (摘要) 議論文的學習能培養學習者思辨與議論能力的極佳管道，對於學習者而言是不可或缺的能力，但以教學現狀來說，議論文的寫作教學有其困難之處，急需改善。因此，本研究發展「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」，希望透過創新的教學模式，為教學者與學習者找到有效提升議論文寫作成效的新方法。
本研究採用準實驗研究法設計教學實驗，並以臺中市某公立國小五年級兩個班級共51名學生為研究對象，將兩個班級分別隨機分派為實驗組與控制組。其中一班24名學生被分派為使用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的實驗組；另一班27名學生被分派為使用「不具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的控制組，探討兩組學習者，以及兩組不同以先備知識和認知風格學習者在學習成效、團體凝聚力與團體效能上是否具有顯著的差異。
研究結果發現，採用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」輔助議論文共筆的整體學習者、高低不同先備知識學習者，以及不同認知風個學習者，其學習成效皆顯著優於採用「不具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」的控制組。但在團體凝聚力與團體效能上，則沒有達到統計上的顯著差異。
最後基於研究結果，本研究提出應用「具合作腳本之合作閱讀標註與共筆議論文論證寫作模式」於教學場域的教學建議，以及未來可以進一步探討的研究方向。整體而言，本研究提供一個議論文寫作教學之創新有效教學模式，對於促進議論文寫作成效具有貢獻。		zh_TW
dc.description.abstract (摘要) The study of how to write an argumentative essay is an excellent channel for cultivating learners’ thinking and argumentation ability and it is an indispensable ability for learners. However, in terms of the current teaching situation, the teaching of argumentative essays has its difficulties that need to be overcome urgently. Therefore, this study develops an argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system, hoping to find a new way for teachers and learners to effectively improve the learning effectiveness of argumentation writing through an innovative teaching model.
In this study, a quasi-experimental research method was used to design an instruction experiment, and a total of 51 students in two fifth-grade classes of a public elementary school in Taichung City were recruited as the research subjects. The two classes were randomly assigned to the experimental group and the control group. Among them, 24 students in one class were assigned to the experimental group using an argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system, while 27 students in the other class were assigned to use an argumentative writing mode without cooperation script based on a collaborative reading annotation and writing system. This study examines whether two groups of learners and two groups of learners with different prior knowledge and cognitive styles have significant differences in learning effectiveness, group cohesion, and group efficacy.
The study found that the overall learners, learners with different levels of prior knowledge, and learners with different cognitive styles who used the argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system to assist the co-authoring of argumentative essays, their learning performance were significantly better than those of the control group that adopted the argumentative writing mode without cooperation script based on a collaborative reading annotation and writing system. However, there is no statistically significant difference in group cohesion and group efficacy.
Finally, based on the research results, this study proposes several teaching suggestions for applying the argumentative writing mode with cooperation script based on a collaborative reading annotation and writing system in the teaching field, as well as several research directions that can be further explored in the future. On the whole, this study presents an innovative and effective teaching model for the teaching of argumentative essay writing, which contributes to the promotion of the learning performance of argumentative essay writing.		en_US
dc.description.tableofcontents 目次 i
表次 iii
圖次 v
第一章 緒論 1
第一節　研究背景與動機 1
第二節　研究目的 5
第三節　研究問題 5
第四節　研究範圍與限制 6
第五節　重要名詞解釋 6
第二章 文獻探討 9
第一節 議論文教學現況與相關研究 9
第二節 論證模式與議論文教學應用研究 13
第三節 合作腳本理論與教育相關應用研究 16
第三章 具合作腳本之合作閱讀標註與共筆議論文論證寫作模式設計 20
第一節 具合作腳本之合作閱讀標註與共筆議論文論證寫作模式設計理念 20
第二節 具合作腳本之合作閱讀標註與共筆議論文論證寫作模式架構 23
第四章 研究設計與實施 25
第一節 研究架構 25
第二節 研究方法 28
第三節 研究對象 29
第四節 實驗設計 30
第五節 研究工具 35
第六節 資料分析 40
第五章 實驗結果與分析 43
第一節 使用不同寫作模式之學生在學習成效、團體凝聚力以及團體效能之差異分析 44
第二節 使用不同寫作模式的不同先備知識學習者在學習成效、團體凝聚力以及團體效能之差異分析 48
第三節 使用不同寫作模式的不同認知風格學習者在學習成效以及團體凝聚力團體效能之差異分析 56
第四節 訪談質性資料分析 63
第五節 綜合討論 69
第六章 結論與建議 77
第一節 研究結論 77
第二節 教學實施與建議 79
第三節 未來研究方向 80
參考文獻 82
附錄一 辯論式文章評分標準 90
附錄二 團體凝聚力量表 91
附錄三 團體效能量表 92
附錄四 團體嵌圖測驗 93
附錄五 訪談大綱 100		zh_TW
dc.format.extent 4214453 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108913015en_US
dc.subject (關鍵詞) 議論文教學zh_TW
dc.subject (關鍵詞) 合作閱讀標註系統zh_TW
dc.subject (關鍵詞) 合作共筆系統zh_TW
dc.subject (關鍵詞) 論證模式zh_TW
dc.subject (關鍵詞) 合作腳本zh_TW
dc.subject (關鍵詞) 先備知識zh_TW
dc.subject (關鍵詞) 認知風格zh_TW
dc.subject (關鍵詞) 團體凝聚力zh_TW
dc.subject (關鍵詞) 團體效能zh_TW
dc.subject (關鍵詞) Argumentative writing teachingen_US
dc.subject (關鍵詞) Collaborative reading annotation systemen_US
dc.subject (關鍵詞) Collaborative writing systemen_US
dc.subject (關鍵詞) Argumentation patternen_US
dc.subject (關鍵詞) Cooperation scripten_US
dc.subject (關鍵詞) Prior knowledgeen_US
dc.subject (關鍵詞) Cognitive styleen_US
dc.subject (關鍵詞) Group cohesionen_US
dc.subject (關鍵詞) Group efficacyen_US
dc.title (題名) 具合作腳本之合作閱讀標註與共筆議論文論證寫作模式以及學習成效評估研究zh_TW
dc.title (題名) An Argumentative Writing Mode with Cooperation Script based on a Collaborative Reading Annotation and Writing System to Facilitate Writing Performanceen_US
dc.type (資料類型) thesisen_US
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dc.identifier.doi (DOI) 10.6814/NCCU202100920en_US