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題名:同儕聊作品對於國小低年級學童在故事修改的影響
書刊名:數位學習科技期刊
作者:張菀真廖長彥陳德懷
作者(外文):Chang, Wan-chenLiao, Chang-yenChan, Tak-wai
出版日期:2021
卷期:13:4
頁次:頁1-26
主題關鍵詞:一對一數位學習同儕聊作品故事修改故事創作塗鴉寫作One-to-one technology enhanced learningPeer discussionStory revisionStory creationDrawing & writing
原始連結:連回原系統網址new window
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  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:38
  • 點閱點閱:5
期刊論文
1.Topping, K. J.(2009)。Peer assessment。Theory Into Practice,48(1),20-27。  new window
2.Crossman, J. M.、Kite, S. L.(2012)。Facilitating improved writing among students through directed peer review。Active Learning in Higher Education,13(3),219-229。  new window
3.Hansen, J. G.、Liu, J.(2005)。Guiding principles for effective peer response。English Language Teaching Journal,59(1),31-38。  new window
4.Fallows, S.、Chandramohan, B.(2001)。Multiple approaches to assessment: Reflections on use of tutor, peer and self-assessment。Teaching in Higher Education,6(2),229-246。  new window
5.Tseng, S. C.、Tsai, C. C.(2007)。On-line peer assessment and the role of the peer feedback: A study of high school computer course。Computers & Education,49(4),1161-1174。  new window
6.葉靖雲(20000600)。以文章寫作和造句測驗評估國小學生作文能力之效度研究。特殊教育研究學刊,18,151-172。new window  延伸查詢new window
7.Liang, M.-Y.(2010)。Using synchronous online peer response groups in EFL writing: Revision-related discourse。Language Learning & Technology,14(1),45-64。  new window
8.Rada, R.、Hu, K.(2002)。Patterns in student--student commenting。IEEE Transactions on Education,45(3),262-267。  new window
9.Li, L.、Liu, X. Y.、Zhou, Y. C.(2012)。Give and take: A re-analysis of assessor and assessee's roles in technology-facilitated peer assessment。British Journal of Educational Technology,43(3),376-384。  new window
10.van Zundert, M.、Sluijsmans, D.、van Merriënboer, J.(2010)。Effective peer assessment processes: Research findings and future directions。Learning and Instruction,20(4),270-279。  new window
11.葉靖雲(19990600)。五種作文能力測驗的效度研究。特殊教育學報,13,331-366。new window  延伸查詢new window
12.施智元、廖長彥、李依倩、陳德懷(20140100)。透過塗鴉寫作促進學童的語言與溝通發展:一個實踐應用觀點。數位學習科技期刊,6(1),61-82。new window  延伸查詢new window
13.Graham, S.、McKeown, D.、Kiuhara, S.、Harris, K. R.(2012)。A meta-analysis of writing instruction for students in the elementary grades。Journal of Educational Psychology,104(4),879-896。  new window
14.Liao, C. C.-Y.、Lee, Y.-C.、Chan, T.-W.(2013)。Building a self-generated drawing environment to improve children's performance in writing and storytelling。Research and Practice in Technology Enhanced Learning,8(3),449-464。  new window
15.Liu, C.-C.、Chen, Holly S. L.、Shih, J.-L.、Huang, G.-T.、Liu, B.-J.(2011)。An enhanced concept map approach to improving children's storytelling ability。Computers & Education,56(3),873-884。  new window
16.Liu, C. C.、Lu, K. H.、Wu, L. Y.、Tsai, C. C.(2016)。The impact of peer review on creative self-efficacy and learning performance in Web 2.0 learning activities。Educational Technology and Society,19(2),286-297。  new window
17.Greenberg, K. P.(2015)。Rubric use in formative assessment: A detailed behavioral rubric helps students improve their scientific writing skills。Teaching of Psychology,42(3),211-217。  new window
18.陳美芳、黃楷茹、謝佳男、林宜駿(20100300)。高中同儕寫作回饋的效度與效果探析。教育科學研究期刊,55(1),63-90。new window  延伸查詢new window
19.廖長彥、陳秉成、張菀真、陳德懷(20171000)。透過同儕回應寫作環境培養國小學生的讀者意識。數位學習科技期刊,9(4),25-51。new window  延伸查詢new window
20.Adoniou, M.(2013)。Drawing to support writing development in English language learners。Language and Education,27(3),261-277。  new window
21.Cheng, K.-H.、Liang, J.-C.、Tsai, C.-C.(2015)。Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity。The Internet and Higher Education,25,78-84。  new window
22.Deiglmayr, A.(2018)。Instructional scaffolds for learning from formative peer assessment: Effects of core task, peer feedback, and dialogue。European Journal of Psychology of Education,33(1),185-198。  new window
23.Gielen, M.、De Wever, B.(2015)。Structuring the peer assessment process: A multilevel approach for the impact on product improvement and peer feedback quality。Journal of Computer Assisted Learning,31(5),435-449。  new window
24.Graham, S.(2019)。Changing how writing is taught。Review of Research in Education,43(1),277-303。  new window
25.Ion, G.、Sánchez Martí, A.、Agud Morell, I.(2019)。Giving or receiving feedback: Which is more beneficial to students' learning?。Assessment & Evaluation in Higher Education,44(1),124-138。  new window
26.Leenknecht, M. J.、Prins, F. J.(2018)。Formative peer assessment in primary school: The effects of involving pupils in setting assessment criteria on their appraisal and feedback style。European Journal of Psychology of Education,33(1),101-116。  new window
27.Lu, J.-Y.、Law, N.(2012)。Online peer assessment: Effects of cognitive and affective feedback。Instructional Science,40(2),257-275。  new window
28.Mackenzie, N.(2011)。From drawing to writing: What happens when you shift teaching priorities in the first six months of school?。Australian Journal of Language and Literacy,34(3),322-340。  new window
29.Olshansky, B.(2018)。The universal language of pictures: A critical tool for advancing student writing。TESOL Journal,9(4),1-16。  new window
30.Schunn, C.、Godley, A.、DeMartino, S.(2016)。The reliability and validity of peer review of writing in high school AP English classes。Journal of Adolescent & Adult Literacy,60(1),13-23。  new window
31.Topping, K. J.(1998)。Peer assessment between students in colleges and universities。Review of Educational Research,68(3),249-276。  new window
32.Topping, K. J.、Ehly, S. W.(2001)。Peer assisted learning: A framework for consultation。Journal of Educational and Psychological Consultation,12(2),113-132。  new window
33.Vanderhoven, E.、Raes, A.、Montrieux, H.、Rotsaert, T.、Schellens, T.(2015)。What if pupils can assess their peers anonymously? A quasi-experimental study。Computers & Education,81,123-132。  new window
34.Wilcox, K. C.、Jeffery, J. V.、Gardner-Bixler, A.(2016)。Writing to the common core: Teachers' responses to changes in standards and assessments for writing in elementary schools。Reading and Writing,29(5),903-928。  new window
35.何秀芳、張景媛(20101200)。畫中有話--低年級看圖作文創意教學之行動研究。教育行政論壇.屏東教育大學,2(2),135-168。new window  延伸查詢new window
36.吳詠蘭(20080600)。看圖作文教學策略探討:以「九年一貫課程綱要寫作能力指標(1-6年級)」為例。教育研究與發展期刊,4(2),145-175。new window  延伸查詢new window
37.林寶貴、黃瑞珍(19990600)。國小兒童書寫語言評量指標研究。特殊教育研究學刊,17,163-188。new window  延伸查詢new window
38.黃瑞珍、黃玉凡(20011100)。課程本位測量寫作測驗之顯著性指標研究。東臺灣特殊教育學報,3,225-260。new window  延伸查詢new window
39.King, A.、Staffieri, A.、Adelgais, A.(1998)。Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning。Journal of Educational Psychology,90(1),134-152。  new window
會議論文
1.Antle, Alissa(2003)。Case study: The design of CBC4Kids' StoryBuilder。The 2003 conference on Interaction design and children,59-68。  new window
2.Druin, A.、Stewart, J.、Proft, D.、Bederson, B.、Hollan, J.(1997)。KidPad: A design collaboration between children, technologists, and educators。The ACM SIGCHI Conference on Human Factors in Computing Systems。  new window
3.Fukuhara, T.、Nishida, T.、Uemura, S.(2002)。POC Communicator: A system for collaborative story building。KES 2002。  new window
4.Lee, Y.-C.、Liao, C. C.-Y.、Chan, T.-W.(2010)。Crazy brush: Designing the scribbles environment to improve children' interest in writing。The 18th international conference on computers in education。Asia-Pacific Society for Computers in Education。73-75。  new window
5.Weston, J. L.、Crossley, S. A.、McCarthy, P. M.、McNamara, D. S.(2011)。Number of words versus number of ideas: Finding a better predictor of writing quality。The 24th international Florida artificial intelligence research society。AAAI Press。335-340。  new window
圖書
1.Topping, K. J.(2001)。Peer assisted learning: A practical guide for teachers。Cambridge, MA:Brookline Books。  new window
2.Hresko, W. P.、Herron, S. R.、Peak, P. K.(1996)。Test of early written language。Austin, TX:Pro-Ed。  new window
3.王萬清(1988)。創造性閱讀與寫作教學。高雄:復文出版社。  延伸查詢new window
4.張春榮(2005)。看圖作文新智能。臺北:萬卷樓。  延伸查詢new window
5.陳正治(1996)。國小語文教學論集。臺北:臺北市立師範學院。  延伸查詢new window
圖書論文
1.Hayes, J. R.(2000)。A new framework for understanding cognition and affect in writing。Perspectives on writing: Research, theory, and practice。Newark, DE:International Reading Association。  new window
 
 
 
 
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