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題名:運算思維方法融入英語寫作翻轉教室對學生情感和認知領域之影響
作者:Astrid Tiara Murti
作者(外文):Astrid Tiara Murti
校院名稱:國立雲林科技大學
系所名稱:技術及職業教育研究所
指導教授:吳婷婷
學位類別:博士
出版日期:2024
主題關鍵詞:翻轉課堂英語寫作運算思維情感領域寫作焦慮寫作動機學習投入學習滿意度認知領域高階思維寫作表現flipped classroomEnglish writingcomputational thinkingaffective domainsanxietymotivationengagementsatisfactioncognitive domainshigher-order thinkingperformance
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這項研究探討了在英語寫作教學背景下,將運算思維(CT)方法整合到翻轉課堂(FC)教學中。CT與英語寫作有若干共通之處,如問題解決、計劃、抽象化和評估。這項研究致力於在教授CT方法和FC指導於英語寫作方面橋接一個關鍵的差距。這種整合允許探索學生情感和認知領域之間的複雜相互作用。這項研究採用了準實驗設計,涉及實驗組29名參與者和對照組29名參與者。在此,採用了參數測試來比較兩種教學策略中學生情感和認知領域的差異。結構方程模型(SEM)分析被用於確定在使用CT方法於FC教學的學生中,寫作焦慮、寫作動機、學習投入、學習滿意度、高階思維、和寫作表現之間的顯著關係。研究發現顯示,與對照組相比,這種整合顯著地改善了實驗組學生的情感和認知領域,包括寫作焦慮、寫作動機、學習投入、學習滿意度、高階思維、和整體寫作表現。這種教學方法還促進了實驗組參與者CT技能的培養。此外,SEM分析顯示,學習參與可以顯著且正面地影響高階思維和寫作表現。因此,CT方法有助於學生發展他們的英語寫作技能。
This study explores the integration of the Computational Thinking (CT) approach within Flipped Classroom (FC) instruction in the context of English writing instruction. CT and English writing have several commonalities, such as problem-solving, planning, abstraction, and evaluation. This study endeavors to bridge a critical gap in teaching the CT approach and FC instruction in English writing. This integration allows for an exploration of the complex interplay between student affective and cognitive domains. A quasi-experimental design was employed in this study, involving 29 participants in the experimental group and 29 participants in the control group. In which a parametric test was employed to compare student affective and cognitive domains between two instructional strategies. Structural equation model (SEM) analysis was employed to determine the significant relationship between writing anxiety, writing motivation, learning engagement, learning satisfaction, higher-order thinking, and writing performance among the students who use the CT approach in FC instruction. The findings reveal that this integration significantly improves student affective and cognitive domains in the experimental group compared to the control group, including writing anxiety, motivation, engagement, satisfaction, higher-order thinking, and overall writing performance. This pedagogical approach also promotes the cultivation of CT skills among experimental group participants. Moreover, the SEM analysis showed that learning engagement can significantly and positively influence higher-order thinking and writing performance. Therefore, the CT approach helps students develop their English writing skills.
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