王健華蔡明甫2019-09-042017-2-242019-09-042014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0099723119%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99676本研究旨在了解數位敘事融入合作學習在國小四年級社會領域，對學生在學習動機與學習成效上是否有顯著差異。本研究採用的是準實驗法，研究對象為台南某國小四年級的兩班學生；一班為實驗組接受數位敘事學習，另一班為對照組接受投影片簡報學習。實驗的過程中，配合學校以翰林出版社所編定之國小四年級社會學習領域教材之「家鄉的名勝古蹟與特產」單元做為教學研究，進行為期六週的實驗教學。 兩組學生均接受社會領域學習動機量表、社會領域成就測驗以及學習回饋單等施測。本研究結論如下： 一、 數位敘事與投影片簡報學習比較上，學習動機有顯著的提升。 二、 在社會領域學習成就的表現上，數位敘事與簡報學習有顯著差異。 三、 調查學生對數位敘事融入社會領域的學習意見，發現約多數學生不排斥數位敘事的學方式，亦認同對學習的幫助。The purpose of this study aimed to explore the using digital storytelling with cooperative learning in the curriculum of social studies for 4th grades in an elementary school and to find the significant differences between learning motivation and effectiveness. This study used quasi-experimental research with social studies for a six-weeks experimental course. The samples are two classes in the 4th grade in the Tainan, and two classes were divided into experimental and control group. In the experimental teaching process, the experiment group learning by digital storytelling and the control group learning by presentation slide. Besides teaching the contents of the fifth textbooks by Han Lin. Two groups of students are accepted earning motivation scale in social studies and learning achievement test in social studies. Major findings of this study are listed as follows： 1. There were significant differences in elementary students learning motivation. The experiment group had higher scores than the control group. 2. There were significant differences in elementary students learning achievement. The experiment group had higher scores than the control group. 3. The students had a positive attitude about creating storytelling with cooperative for the social studies.數位敘事合作學習社會領域Digital storytellingCollaborative learningSocial studies