A Study of Blog Assisted Instruction in Chinese Composition in Vocational High School

• Main Authors: Shi-Chiao Wu, 伍喜喬
• Other Authors: Shi-Jer Lou
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/27391492120493570985

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 97 === This study intends to explore the effects of blog assisted instruction in Chinese composition. In order to achieve the research purpose, first, this study has developed the model of blog assisted instruction in Chinese composition; then, based on the 40 students from a national vocational high school as the research targets, the pretest-posttest experimental design model has been adopted to conduct Quasi-Experimental Research. The timeframe of experimental instruction lasted for 8 weeks in total. SPSS for Windows10.0 has been applied to conduct Statistical Analysis for the data in the study. The statistical methods applied include: Descriptive Statistics, Paired Samples T-test, One Sample T Test, Product-moment Correlation Analysis, etc. The research conclusions include: 1. students’ learning achievements in composition, blog assisted instruction is superior to traditional instruction. 2. the tested students with different background variables, no significant difference exists in their learning achievements. 3. attitudes and learning effects, learning effects and the attitudes toward blogs, and learning attitudes and the attitudes toward blogs, the Product-moment Correlation Analyses all achieve positive and significant levels. 4. the students have positive perspectives on the instruction strategies for applying blog assisted instruction in Chinese composition courses. 5. the model of blog assisted instruction in Chinese composition is a good instruction model for Chinese teachers to conduct courses in composition.