The Different Influence on the Ability of Language Creation: The comparison between Hard Copy Picturebooks and Electric Picturebooks

• Main Author: 蕭淑美
• Other Authors: 方榮爵
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/11265511655399649019

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 96 === The purpose of this study was intend to examine the different influence on the ability of language creation through the comparison between hard copy picturebooks and electronic picturebooks by analyzing the difference between groups, sexes and learning stages. This study utilized qusi-experimental method with randomly assigned controlled groups and post-test bi-group activity design. Stratified random sampling was used to select 96 students, which were randomly assigned into four groups—2 hard copy picturebooks groups and 2 electronic picturebooks groups. Besides pretest and post-test, the study provided a follow up test William’s creation ability test. The quantitative test data were analyzed by statistic methods. The results regarding creation tendency and creation thinking activities showed no significant difference between the boys and girls, as well as hard copy picturebooks groups and electronic picturebooks groups. However, the second learning stage of grade fourth to sixth students were better than the grade first to third students in first learning stage of creation tendency and creation thinking activities. In addition, the creation ability of girls, in the electronic picturebooks group, showed better than the other groups by compare their creation thinking activities. It implies that it may improve girls’ creation ability by using electronic picturebooks. The current study suggests that (a) there were no significant difference between hard copy picturebooks groups and electronic picturebooks groups. Hence, no way to conclude that the electronic books may substitute the traditional hard copy books. (b) Increase communication between parents and teachers to induce children’s creation performance. (c) Encourage parents and teachers read with children in order to stimulate their creation thinking ability. (d) Parents and teachers may support children’s creation performance.