發(fā)布時間：2018-04-02 09:22

  本文選題：移動寫作平臺　切入點(diǎn)：小學(xué)生寫作　出處：《南京師范大學(xué)》2017年碩士論文

【摘要】：小學(xué)生的寫作需要豐富的情境體驗,同時需要將這些體驗和感受應(yīng)時應(yīng)景地記錄下來。然而,目前小學(xué)生的寫作訓(xùn)練恰恰缺乏這樣的記錄,導(dǎo)致學(xué)生在寫作時難以“提取”當(dāng)時的感受和情境,給學(xué)生的構(gòu)思與寫作帶來困難。如果能夠借助技術(shù)工具,幫助學(xué)生及時的記錄生活中的點(diǎn)滴瞬間,可以有效再現(xiàn)當(dāng)時的情境,幫助學(xué)生回憶和寫作。本研究正是基于以上考慮,將注意力集中到了移動學(xué)習(xí)之上。移動學(xué)習(xí)的泛在性能夠滿足學(xué)生隨時隨地的體驗;移動設(shè)備的記錄、存儲等功能亦能幫助學(xué)生及時記錄感受和情境;移動學(xué)習(xí)的交互更加靈活多樣,有利于學(xué)生之間的思維碰撞和資源共享。由此分析,將移動學(xué)習(xí)和小學(xué)生寫作進(jìn)行整合具有現(xiàn)實可行性,那如何設(shè)計和開展基于移動、平臺的小學(xué)生寫作學(xué)習(xí)活動就是本研究主要探究的問題。本研究首先進(jìn)行了對課標(biāo)、教材、寫作現(xiàn)狀等的前期分析,針對分析中發(fā)現(xiàn)的若干問題,結(jié)合移動學(xué)習(xí)的優(yōu)勢,探究出本研究活動設(shè)計的組織策略;以活動理論和情境學(xué)習(xí)理論為指導(dǎo),分析并確定了本研究學(xué)習(xí)活動設(shè)計的構(gòu)成要素,并探索歸納出活動的設(shè)計原則,在此基礎(chǔ)上,構(gòu)建出基于移動學(xué)習(xí)的小學(xué)生寫作學(xué)習(xí)活動設(shè)計框架;以框架和組織策略為指導(dǎo),設(shè)計出兩個寫作活動案例,依托“新視界”移動寫作平臺,展開了實施驗證。在第一輪實施及分析之后,發(fā)現(xiàn)了若干設(shè)計中及預(yù)先未考慮到的問題,針對這些問題對案例二進(jìn)行了改進(jìn),之后進(jìn)行了第二輪實施。兩輪實施之后,對比分析兩次活動在認(rèn)知、行為和情感三個維度各題項的均值,并對兩輪數(shù)據(jù)進(jìn)行平均值顯著性分析,發(fā)現(xiàn)三個維度的若干題項兩輪均值存在較為顯著的差異。分析結(jié)果表明,本研究活動的觀察體驗和資源獲取設(shè)計,能夠幫助小學(xué)生對寫作主體的認(rèn)知;通過本研究寫作活動的參與,能在一定程度上調(diào)動學(xué)生參與活動、討論及寫作的積極性;同時,能夠提高小學(xué)生的寫作興趣和寫作自信心。但在學(xué)生的觀察能力和寫作滿意度方面尚未表現(xiàn)出較為明顯的差異。研究還對實施前后每位活動成員的作文文本進(jìn)行簡單分析,由于實施次數(shù)的缺乏,在作文總字?jǐn)?shù)、段總數(shù)、句子數(shù)、平均句長方面沒有明顯的變化,而由于寫作載體的改變,在錯誤標(biāo)點(diǎn)和錯別字上表現(xiàn)出稍許的差異。
[Abstract]:Pupils' writing needs rich situational experiences and needs to be recorded in time and time. However, there is a lack of such records in primary school students' writing training. As a result, it is difficult for students to "extract" their feelings and situations when they write, which makes it difficult for students to conceive and write. If they can use technical tools to help students record the moments in their lives in a timely manner, This study is based on the above considerations and focuses on mobile learning. The ubiquitous nature of mobile learning can satisfy the students' experience at any time and anywhere. The recording, storage and other functions of mobile devices can also help students to record their feelings and situations in time. The interaction of mobile learning is more flexible and diverse, which is conducive to the collision of thinking and sharing of resources among students. It is feasible to integrate mobile learning with primary school students' writing, so how to design and carry out writing learning activities based on mobile and platform is the main problem of this study. Based on the analysis of the current situation of writing and some problems found in the analysis, combining the advantages of mobile learning, this paper explores the organizational strategy of the research activity design, which is guided by the activity theory and situational learning theory. This paper analyzes and determines the constituent elements of the design of learning activities in this study, and explores the design principles of the activities. On this basis, it constructs a framework for the design of primary school students' writing learning activities based on mobile learning, which is guided by the framework and organizational strategies. Two cases of writing activities are designed and verified based on the mobile writing platform of "New Horizon". After the first round of implementation and analysis, a number of problems are found in the design and not considered in advance. To solve these problems, case 2 was improved and then implemented in the second round. After two rounds of implementation, the average value of each item in the three dimensions of cognition, behavior and emotion was compared and analyzed. The results show that there are significant differences in the mean values of several items in the three dimensions. The results show that the observation experience and resource acquisition design of the research activities are significant. It can help primary school students to understand the writing subject; through the participation of writing activities in this study, students can be mobilized to a certain extent to participate in activities, discussion and writing enthusiasm; at the same time, It can improve the students' writing interest and self-confidence, but there is no obvious difference in the students' observation ability and writing satisfaction. The study also makes a simple analysis of the composition texts of each active member before and after the implementation of the study. Due to the lack of implementation times, there is no obvious change in the total number of words, the total number of paragraphs, the number of sentences, and the average length of sentences in composition. However, due to the change of writing carrier, there is a slight difference between the wrong punctuation and the wrong character.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G434;G623.24

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