影響教師運用網路平台以培養國小生寫作表現的因素之研究

Abstract

寫作教學能培養學生的表達能力、創造力、語文素養，應用網路平台於寫作教學上可改善傳統教學的缺失，且教師運用網路平台能有效地提升國小生的寫作表現，然而目前尚未有研究提出運用網路平台培養寫作表現的影響因素。有鑑於此，本研究選取八位運用網路平台培養國小生寫作表現的專家作為研究對象，運用模糊德懷術以建立因素架構，再運用分析層級程序法求得關鍵因素。研究結果指出，教師運用網路平台以培養國小生寫作表現的影響因素包含教學面、評量面、工具面、政策面等四個構面及20項影響因素，教學面的關鍵因素是「能針對學生個別差異設定寫作教學目標」，評量面的關鍵因素是「能考量並尊重學生個人意願，經學生個人同意後，使得於網路公開學生作品」，工具面的關鍵因素是「能宣導資訊安全之概念」，政策面的關鍵因素是「學校能有好的硬體與軟體設備」。最後，本研究針對國小教師及後續研究者提出具體建議。

Writing instruction could develop primary school students’ ability of expression, creativity and language literacy. Through web-based platform, teachers could improve the shortcoming of traditional teaching and raise primary school students’ writing performances. However, no study investigated the influencing factors in developing primary school students’ writing performances through web-based platform. In view of this, this study adopted the Fuzzy Delphi method and Analytical Hierarchy Process method to explore the opinions of 8 specialists. The results showed four dimensions and 20 influencing factors. The key factor of the teaching dimension was whether teachers set teaching goals of writing for the individual difference between students.The key factor of the assessment dimension was whether teachers asked students to publish their works. The key factor of the tool dimension was whether teachers made students understand the conception of security. The key factor of the policy dimension was whether school offered good hardware and software. In the end, suggestions were proposed to primary school teachers and further researchers.