發(fā)布時(shí)間：2018-04-02 09:22

  本文選題：移動(dòng)寫作平臺(tái)　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(yàn),同時(shí)需要將這些體驗(yàn)和感受應(yīng)時(shí)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(shí)難以“提取”當(dāng)時(shí)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(shí)的記錄生活中的點(diǎn)滴瞬間,可以有效再現(xiàn)當(dāng)時(shí)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(dòng)學(xué)習(xí)之上。移動(dòng)學(xué)習(xí)的泛在性能夠滿足學(xué)生隨時(shí)隨地的體驗(yàn);移動(dòng)設(shè)備的記錄、存儲(chǔ)等功能亦能幫助學(xué)生及時(shí)記錄感受和情境;移動(dòng)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(dòng)學(xué)習(xí)和小學(xué)生寫作進(jìn)行整合具有現(xiàn)實(shí)可行性,那如何設(shè)計(jì)和開展基于移動(dòng)、平臺(tái)的小學(xué)生寫作學(xué)習(xí)活動(dòng)就是本研究主要探究的問題。本研究首先進(jìn)行了對(duì)課標(biāo)、教材、寫作現(xiàn)狀等的前期分析,針對(duì)分析中發(fā)現(xiàn)的若干問題,結(jié)合移動(dòng)學(xué)習(xí)的優(yōu)勢(shì),探究出本研究活動(dòng)設(shè)計(jì)的組織策略;以活動(dòng)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(dòng)設(shè)計(jì)的構(gòu)成要素,并探索歸納出活動(dòng)的設(shè)計(jì)原則,在此基礎(chǔ)上,構(gòu)建出基于移動(dòng)學(xué)習(xí)的小學(xué)生寫作學(xué)習(xí)活動(dòng)設(shè)計(jì)框架;以框架和組織策略為指導(dǎo),設(shè)計(jì)出兩個(gè)寫作活動(dòng)案例,依托“新視界”移動(dòng)寫作平臺(tái),展開了實(shí)施驗(yàn)證。在第一輪實(shí)施及分析之后,發(fā)現(xiàn)了若干設(shè)計(jì)中及預(yù)先未考慮到的問題,針對(duì)這些問題對(duì)案例二進(jìn)行了改進(jìn),之后進(jìn)行了第二輪實(shí)施。兩輪實(shí)施之后,對(duì)比分析兩次活動(dòng)在認(rèn)知、行為和情感三個(gè)維度各題項(xiàng)的均值,并對(duì)兩輪數(shù)據(jù)進(jìn)行平均值顯著性分析,發(fā)現(xiàn)三個(gè)維度的若干題項(xiàng)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(dòng)的觀察體驗(yàn)和資源獲取設(shè)計(jì),能夠幫助小學(xué)生對(duì)寫作主體的認(rèn)知;通過本研究寫作活動(dòng)的參與,能在一定程度上調(diào)動(dòng)學(xué)生參與活動(dòng)、討論及寫作的積極性;同時(shí),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(duì)實(shí)施前后每位活動(dòng)成員的作文文本進(jìn)行簡(jiǎn)單分析,由于實(shí)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(zhǎng)方面沒有明顯的變化,而由于寫作載體的改變,在錯(cuò)誤標(biāo)點(diǎn)和錯(cuò)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(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;G623.24

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