| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所 === 96 === The purpose of this study was to exam the effects of video modeling and video feedback for handwriting instructions on students’ handwriting skills and attitudes toward to handwriting. A quasi-experimental and content analysis designs were used in this study. Fifty-night first-grade students participated in this study for twelve weeks. The video modeling and video feedback instructions were implemented in the experimental group. The traditioanl handwriting instruction was applied in the control group. The results were as follows:
1. The effects of video modeling and video feedback instructions on first-grade students’ handwriting were as follows:
(1)Students in the experimental group outperformed students in the control group on “diction” and “far-copying” on the Basic Sound and Writing Test (p＜.05). However, there was no significant difference between experimental group and control group on the “listen-terms to choice”,“watch-terms to choice”,“watch phonetic and writing” of the Basic Sound and Writing Test.
(2)Students in the experimental group outperformed students in the control group on the total scores of the Handwriting Scale (p＜.05). The trend analysis indicated that students’ scores on the six formative evaluations showed the quadric trend. Students in the experimental group outperformed students in the control group on “structure” , “aesthetic feeling”, and “clean and tidy” of the Handwriting Scale (p＜.01). The trend analysis indicated that students’ scores on the six formative evaluations showed the quadric trend. There was no significant difference between experimental group and control group on on “character”, “phonetic” and “fluency”.
(3)Students’ in the experimental group had better score than students’ in the control group on Chinese characters test. There was no significant difference between groups in the T test.
2. The effect of video modeling and video feedback instructions on error patterns of first-grade students’ handwriting were as follows:
(1) Students in the experimental group performed lower scores on the “wrong word” and higher scores on the “another word” than students in the control group.
(2) The most common error patterns of handwriting in the experimental group were “stroke omission” and “stroke disorder” . And, the most common error patterns of handwriting in the control group were “blank word” and “stroke omission”.
(3) The most common error-structure in the experimental group was “left-right structure and two components mix in the left”. And, the most common error-structure in the control group was “left-middle-right structure”.
3. The effects of video modeling and video feedback instructions on first-grade students’ handwriting attitude scale were as follows:
(1) Students in the experimental group outperformed students in the control group (p＜.01). In terms of the subscale, students in the experiment group outperformed the control group on the “handwriting teaching method” (p＜.01) and “self-learning effect” (p＜.05). There was not significant on “handwriting opinion” and “handwriting teaching content” between experimental group and control group.
Based on the results of this study, the video modeling and video feedback instructions were an effective strategy for enhancing students’ handwriting skills and handwriting attitude. The results provided useful suggestions for educators, teachers, and future studies.
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