智慧教室環境中實施探究式數位說故事策略 對關鍵能力影響之研究

Abstract

在資訊科技更為發達，社會變遷更為快速的時代，學習者須具備其二十一世紀關鍵能力以面對未來不可預測的環境的衝擊與挑戰，關鍵能力包含知識、技能和素養能力等高層次能力，相關研究指出，學習者在建構故事的過程中可提升其高層次能力，且透過資訊科技的輔助，有助於學習者促進高層次能力發展，因此本研究根據數位說故事理論、智慧教室及探究式教學，發展出一套數位說故事教學模式應用於智慧教室環境，在此教學活動中學生可以自行創造屬於自己的故事，並藉由數位媒體呈現多樣化的故事成果，提升學童的二十一世紀關鍵能力。 本研究以台北市一所國民小學高年級6個班級164名學生為研究對象，採準實驗研究設計，將研究對象分三組其中實驗組A、實驗組B分別實施在智慧教室環境下進行探究式數位說故事及數位說故事教學，對照組在一般教室環境下進行數位說故事教學。在實驗前，三組皆進行關鍵能力之批判思考能力、社交技巧及資訊素養之前測；實驗結束後，三組皆進行批判思考能力、社交技巧及資訊素養之後測。 實驗結果以單因子共變數進行分析，研究結果發現在智慧教室環境下進行探究式數位說故事教學的學生，其批判思考能力、社交技巧表現顯著優於進行數位說故事教學的學生，且優於在一般教室下進行數位說故事的學生，在資訊素養的部分在智慧教室進行探究式數位說故事及數位說故事的學生顯著優於在一班教室下進行數位說故事的學生。In the well-developed information technology and rapid social change age, Learners must have the key competence to face the unpredictable environmental impact and changes. The Key competence include knowledge, skills and literacy. According to some research indicate when the learners build the story that can enhance their high-order thinking skills. This study according to the digital storytelling, smart classrooms and inquiry teaching to develop the teaching model of the digital storytelling which used in smart classrooms. In this model students can create their digital story and present by digital media to enhance their key competence. In this study, total 164 high grade pupils are divided into 57 pupils in experimental group A for inquiry-based digital storytelling in the smart classroom, 54 pupils in experimental group B for digital storytelling in the smart classroom, and 53 pupils in control group for digital storytelling in the general classroom. The three groups are proceeded the experimental processes of pretests, experimental processing, and post-tests in the experimental instruction. The experimental results are concluded as below. individual learning achievement, critical thinking and social skills in inquiry-based digital storytelling in the smart classroom are superior to those in digital storytelling in the smart classroom and general classroom; and information literacy in inquiry-based digital storytelling in the smart classroom and digital storytelling in the smart classroom were no significance difference but better than digital storytelling in the general classroom.