泛讀後的線上同步討論
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Date
2004/08-2005/07
Authors
朱錫琴
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Abstract
本研究旨在透過一段時間的線上小組討論，了解學生在線上所書寫的文本在量與質方面如何改變，包括在文字方面字句長度、以及在內容方面意義建構的變化。參與研究者為二十九位主修英文的大一學生，在為期九週的研究期間，他們每週課外閱讀一篇約二十頁的短篇小說，然後花一節課的時間，在電腦教室分成七組上區域網路討論該篇小說。在量方面，根據全體學生九周期間所有的討論文本分析，發現經過九週的線上討論，平均每一則交談(turn)長度逐漸增加，顯示句子的長度與複雜度也可能增加，學生的思考也可能較為成熟。此項發現也在質的分析後得到印證。比較四組學生第二週與第九週的交談中有關文本的討論部分並將其分類，呈現八種型態的意義建構。經過九週的討論，學生的交談逐漸邁入高階的思考模式，有增加的意義建構模式為?釋-因果、文內聯結-對比、文外聯結-一般知識、以及評估文意。相對的。較低階的意義建構也跟著減少，如：覆述文意?釋-定義、文外連結-個人經驗、以及語言的協商。由於有較高階、較多的連結，討論主題的數目因而減少。因此透過九週的線上討論，學生能較深入的檢視每一個主題。
This study intends to understand the change over time in language production and meaning construction in the small-group discussion on sustained reading mediated by a locally networked discussion tool. Twenty-nine freshmen, English majors in seven groups participated in this study in a nine-week session. In each week, they read a story in a book, attended a one-period on-line discussion in a group of four or five, discussing the reading with a prompt posted by the teacher. Based on the discussion data of seven groups over nine-week period, it was found that the number of words produced per turn was increased during the nine weeks, which indicates the increased syntactic complexity, and likely, the sophistication in thinking.
This study intends to understand the change over time in language production and meaning construction in the small-group discussion on sustained reading mediated by a locally networked discussion tool. Twenty-nine freshmen, English majors in seven groups participated in this study in a nine-week session. In each week, they read a story in a book, attended a one-period on-line discussion in a group of four or five, discussing the reading with a prompt posted by the teacher. Based on the discussion data of seven groups over nine-week period, it was found that the number of words produced per turn was increased during the nine weeks, which indicates the increased syntactic complexity, and likely, the sophistication in thinking.