於Google Sites進行國小五年級英文寫作與編輯

Grade-five students' English writing and editing at Google Sites

本文報告將科技融入國小學生的英文寫作與編修活動之課程進行與活動發現。參與本活動的國小五年級學生自一年級即參與英文寫作活動、自二年級起參與寫作編修活動。然而，多年來的寫作與編修均以紙筆方式進行，在紙面上塗改難免讓紙面上呈現雜亂現象，也因此讓整篇文章難以閱讀。在這些學生邁入英文寫作活動的第五年，我們安排在Google Sites平台上進行寫作與編修的活動，試圖尋求科技協助以期能解決紙筆寫作與編修之限制。為期36週的活動期間，Google Sites平台所提供的追踪記錄讓老師得以檢視學生的寫作與編修情形而適時介入。從本活動，我們發現在Google Sites平台上進行寫作與編修活動是可行的，其優點是「便利」以及因著「便利」而衍生出來的收穫，例如，科技工具讓作者的寫作字數增加以及內容較豐富，而這樣的表現讓作者有成就感；科技工具讓編修者感到容易進行、好玩、刺激，這個便利性讓作者與編修者的編修次數漸增。另外，學生均認定編修對他人與自己均有幫助。

This paper reports a classroom activity of using technology tools in the English writing and editing process conducted in a grade-5 classroom. The students participating in this activity had been engaged in English writing activities since their grade-one year and self-editing and peerediting activities since their grade-2 year. During the first four years, writing and editing were accomplished on paper with pen. The pen-paper writing and editing caused readability problems and it was hard to allow more than one student to provide feedback on the same written work. When these students entered the fifth grade, we attempted to employ technology in the writing class in hope of solving the above problems to expect better writing performance. The findings yielded from the collected data indicate the possibility and advantage of using technology tools in such writing and editing activities. "Convenience" was the major advantage for student writing, student editing and even teacher intervention during the writing-editing process. This advantage contributed to some achievements, such as 1) increasing the number of words and enriching the content of the writing, which made writers feel achieving and confident and 2) increasing the times of editing (including editing the writing of their own and others) because it was convenient, interesting and exciting to do editing.