邱貴發Guey-Fa Chiou江柔儀Jo-Yi Chiang2019-08-292011-7-202019-08-292011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698080064%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93056本研究目的在探討數位漫畫寫作策略對國小學生作文成效、作文態度、作文自我效能、作文歷程、作文後設認知、數位漫畫寫作態度、數位漫畫寫作自我效能、及數位漫畫寫作後設認知之影響。 研究採準實驗設計，實驗組1為22位使用自由創作四格漫畫的國小五年級學生，實驗組2為23位使用故事限定創作六格漫畫的國小五年級學生，兩組學生每週進行100分鐘的數位漫畫寫作，為期三週。檢驗學生前後測及三次實驗的作文成效，以前後測作文問卷檢驗兩組學生在作文態度、作文自我效能、作文歷程、及作文後設認知的前後變化，並以數位漫畫寫作問卷的調查結果歸納數位漫畫寫作對學生數位漫畫寫作態度、數位漫畫寫作自我效能、及數位漫畫寫作後設認知的影響。 研究結果顯示，使用故事限定創作六格漫畫國小學生作文成效的進步程度優於使用自由創作四格漫畫的國小學生；使用自由創作四格漫畫可提升國小學生的作文態度及數位漫畫寫作態度；雖然使用故事限定創作六格漫畫會降低國小學生的寫作後設認知，但有助於提升學生的作文表現。This study examined the effects of digital comic writing strategy on primary students’ writing performance, writing attitude, writing self-efficacy, writing process, writing metacognition, digital comic writing attitude, digital comic writing self-efficacy, and digital comic writing metacognition. Quasi-experimental design was implemented. A class with 22 fifth grader students using Free Comic Creation strategy was assigned as experimental group 1. The other class with 23 fifth graders using Story Limit Comic Creation strategy was assigned as experimental group 2. Two groups of students spent 100 minutes for each three weeks on digital comic writing. Students’ writing performance were examined by a pretest, a posttest and three experiments. A digital comic writing questionnaire were applied to examine the change of students’ writing attitude, writing self-efficacy, writing process, and writing metacognition. The results of this study indicated that primary students using Story Limit Comic Creation strategy had more progress on writing performance than using Free Comic Creation strategy. Using Free Comic Creation strategy improved students’ digital comic writing attitude. Although using Story Limit Comic Creation strategy reduced students’ writing metacognition, it helped students to enhance writing performance.數位漫畫寫作漫畫創作故事寫作digital comic writingcomic creatingstory writing