基于移动写作平台的小学生写作学习活动设计

发布时间：2018-04-02 09:22

本文选题：移动写作平台　切入点：小学生写作　出处：《南京师范大学》2017年硕士论文

【摘要】：小学生的写作需要丰富的情境体验,同时需要将这些体验和感受应时应景地记录下来。然而,目前小学生的写作训练恰恰缺乏这样的记录,导致学生在写作时难以“提取”当时的感受和情境,给学生的构思与写作带来困难。如果能够借助技术工具,帮助学生及时的记录生活中的点滴瞬间,可以有效再现当时的情境,帮助学生回忆和写作。本研究正是基于以上考虑,将注意力集中到了移动学习之上。移动学习的泛在性能够满足学生随时随地的体验;移动设备的记录、存储等功能亦能帮助学生及时记录感受和情境;移动学习的交互更加灵活多样,有利于学生之间的思维碰撞和资源共享。由此分析,将移动学习和小学生写作进行整合具有现实可行性,那如何设计和开展基于移动、平台的小学生写作学习活动就是本研究主要探究的问题。本研究首先进行了对课标、教材、写作现状等的前期分析,针对分析中发现的若干问题,结合移动学习的优势,探究出本研究活动设计的组织策略;以活动理论和情境学习理论为指导,分析并确定了本研究学习活动设计的构成要素,并探索归纳出活动的设计原则,在此基础上,构建出基于移动学习的小学生写作学习活动设计框架;以框架和组织策略为指导,设计出两个写作活动案例,依托“新视界”移动写作平台,展开了实施验证。在第一轮实施及分析之后,发现了若干设计中及预先未考虑到的问题,针对这些问题对案例二进行了改进,之后进行了第二轮实施。两轮实施之后,对比分析两次活动在认知、行为和情感三个维度各题项的均值,并对两轮数据进行平均值显著性分析,发现三个维度的若干题项两轮均值存在较为显著的差异。分析结果表明,本研究活动的观察体验和资源获取设计,能够帮助小学生对写作主体的认知;通过本研究写作活动的参与,能在一定程度上调动学生参与活动、讨论及写作的积极性;同时,能够提高小学生的写作兴趣和写作自信心。但在学生的观察能力和写作满意度方面尚未表现出较为明显的差异。研究还对实施前后每位活动成员的作文文本进行简单分析,由于实施次数的缺乏,在作文总字数、段总数、句子数、平均句长方面没有明显的变化,而由于写作载体的改变,在错误标点和错别字上表现出稍许的差异。
[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.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G434;G623.24

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