An Action Research on Interactive Response System Applied to Rhetoric Instruction for Third Graders

• Main Authors: Li, Yu-Chin, 李育懃
• Other Authors: Ou Yang, Yin
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/37346943616110783309

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 103 === Rhetoric not only can affect students' listening, speaking, reading and writing abilities, it also can help students to appreciate the emotions between the lines the writers tried to convey through their works. Therefore, learning rhetoric is important for students in order to freely speak and write what in their mind, and to understand precisely what they read. However, both instructors and students deterred from rhetoric easily due to the traditional boring and monotonous teaching methods. By applying the interactive response system, this study aimed to solve the shortcomings of the traditional teaching, and furthermore, to enhance the students’ learning attitude and effectiveness. This study adopted Action research. The subjects were 21 third graders of a public elementary school in Kaohsiung. Teacher’s teaching journals, observation records of peer coaching, students’ interviews, questionnaires, attitude questionnaire and achievement test were analyzed qualitatively and quantitatively in order to understand the process of using the interactive response system in teaching rhetoric, students feedback, as well as the learning efficiency. The results of this study are as follows: 1. The executing steps of “The interactive response system applied to rhetoric instruction for third graders” are: (1) to select the appropriate rhetoric for students, (2) to design the systematic curriculum, (3) to use the diverse functions of the interactive response system, (4) to carry out the curriculum, (5) to conduct the evaluation with interactive response system, (6) to modify the instruction, (7) to analyze the teaching effectiveness. 2. Through the timely and adequate adjustments of the instructional materials and the interactive response system make the rhetoric teaching and learning more efficient. 3. The application of the interactive response system in the rhetoric instruction can enhance a positive attitude toward rhetoric learning. 4. The application of the interactive response system in the rhetoric instruction can enhance the learning effectiveness. 5. Students showed positive affirmations toward the experience of learning rhetoric with the interactive response system.