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Title: 小學課堂中分享式筆記與提問複習之效益
Other Titles: Effects of Shared Note-Taking and Questioning Review in Elementary School Computer Classes
Authors: 陳政煥 邱瓊慧 吳秋儀
Cheng-Huan Chen Chiung-Hui Chiu Chiu-Yi Wu
Issue Date: Jun-2012
Publisher: 教育研究與評鑑中心
Center for Educational Research and Evaluation
Abstract: 寫筆記活動包括兩個部分,一是產出筆記的「筆記」過程,另一是檢閱筆記的「複習」過程。本研究旨在探討於小學資訊課課堂教學中導入分享式筆記與提問(含回答)複習的效益。為促進筆記和提問的編輯與分享,本研究並以blog為基礎平台,建置相關的功能和介面。本研究由臺南市某小學二個六年級班級共54位學生參與,實驗教學的內容包括四個單元,歷時四週,於該校的電腦教室進行,由該校的資訊教師講授,學生以二人為一組,相鄰而座,並於聽講時,各自以blog記下筆記,再於其後進行提問複習。過程中,學生均可透過blog或彼此的螢幕檢視對方的筆記及提間內容,既可以透過blog給對方意見,也可以直接與對方進行口頭討論。為瞭解分享式提問複習的效果,本研究另於同校安排二個六年級班級共56位學生也進行分享式筆記活動,不過,其複習方式則由學生自行檢閱筆記。研究發現,學生透過分享,能在聽講時記下25.80%.-....37.43%的重點;學生在進行分享式提問複習時,雖能提出理解類的問題,不過,答案多未完整。研究也發現,學生的筆記品質對提問、回答品質有顯著的效益,先備知識、答案品質對學習也有顯著的立即與保留成效。不過,分享式提問複習與自行檢閱筆記對學生立即與保留學習效益則並無顯著差異
A note-taking activity involves two main processes: taking notes and reviewing notes. This study investigated the effects of integrating shared note-taking andquestioning review (including answering) in elementary school computer classes. A blog platforn1 was adopted and modified to allow students in a group to create and share notes and questions. Fifty hour students from 2 sixth-grade classes at an elementary school in southern Taiwan comprised the shared-questioning review group of this study. The experiment included 4 units and lasted 4 weeks in total. Each lesson was conducted in a computer classroom by a computer teacher at the participants' school. Students worked in pairs and sat next to each other to take notes individually while listening to a lesson. The students then proposed questions themselves to review the lesson. During the experiment, students could view the notes, questions, and answers of their partner via the blog or computer screen, give comments on the blog, or discuss the notes, questions, and answers with their partner directly. To understand the effects of shared questioning, this study fonned another group of 56 students from 2 sixth-grade classes at the same school to engage in a shared note-taking activity without shared-questioning review, but had students read their own notes independently in the review process. Our findings showed that the students in the shared-questioning review group could comprehend 25.80%-37.43% of the ideas presented during the lectures, and could pose comprehensive questions, but most students answered their questionsincompletely. We also found that the quality of students' notes had a significant effectiveness on the quality of the students' questions and answers, and prior knowledge and the quality of students' answers had a significant effectiveness on immediate achjevement and retention. However, no significant differences in immediate achievement and retention were found between the shared-questioning revi
Other Identifiers: 1BC47DC9-8BA3-D1BF-AEFC-A93D417CB8D2
Appears in Collections:當代教育研究

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