論文提要內容：
本研究目的在於探究利用曼陀羅思考技法融入英語數位說故事對國中七年級學生英語寫作能力的影響，並根據數位說故事理論、英語寫作模式理論和曼陀羅思考技法，發展出一套應用於一般教室教學情境的英語數位說故事教學模式。本研究利用國中七年級翰林版英語科課本Starter Unit～Unit Eight的教學內容做為發展英語數位說故事教材的基本素材，採準實驗研究設計，方便取樣新北市某國中七年級二班共計58名學生，進行為期八週共計八堂課之實驗教學。本研究採隨機分派一個班為實驗組，接受曼陀羅思考技法教學，另一個班為控制組，接受一般資訊整合式教學。實驗教學前，兩組學生先接受自編英語寫作能力測驗前測；在實驗教學結束後，對兩組學生實施自編英語寫作能力測驗後測，以單因子共變數分析(ANCOVA)進行統計分析，以檢驗實驗組與控制組的差異。
實驗分析結果如下：
一、英語寫作能力間接測驗：
    「高成就」與「低成就」的實驗組學生在「字彙測驗」、「文法測驗」、「句子重組測驗」等分項測驗及「間接測驗」的表現優於控制組，且達顯著差異。
二、英語寫作能力直接測驗：
「高成就」與「低成就」的實驗組學生在「合併句子測驗」、「看圖作文測驗」、「命題作文測驗」等分項測驗及「直接測驗」的表現優於控制組，且達顯著差異。
三、英語寫作能力總測驗：
「高成就」與「低成就」的實驗組學生在英語寫作能力總測驗的表現優於控制組，且達顯著差異。
最後根據以上實驗研究結果，提出英語數位說故事融入英語教學以及未來研究提出建議，做為後續發展之參考。

Abstract:
    The study is aimed to explore the effect of applying Mandala thing method in digital storytelling upon promoting seven graders’ English abilities. Basing on the theories of digital storytelling, English writing models, and Mandala thinking method, the researcher developed a series of English digital storytelling curriculum applied in normal classroom teaching environment. Seventh grade English textbook( Hanlin Edition) is uaed as the source material for developing English digital storytelling teaching material. A quasi-experimental design was used. Two classes of seventh-graders, fifty-eight students in total, from a junior high school in New Taipei City were assigned to either the experimental or the control group randomly. The experimental group received “Mandala thinking method Instruction” while the control group received “Normal ICT Instruction”. The experiment was conducted for 8 weeks/classes. The English writing ability pre-test were given before the experiment. At the end of the experiment,  English writing ablility pre-test was conducted. ANCOVA was used as the statistical data analysis procedure. 
The findings of this study were as follows: 
1. the ‘high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ vocabulary test’, ‘grammar test’, ‘ sentence re combination test’ and ‘ indirect test’ than the control group.
2. the ‘high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ sentence combination test’, ‘ picture-composition test’, ‘ topic-composition test’ and ‘ direct test’ than the control group.
3. the ‘ high and low achievers’ in the experimental group scored significantly higher marks in terms of‘ English writing ability test’ than the control group.
Based on the findings, suggestions for the application of English digital storytelling in English teaching and further studies were included

目 次

第一章 緒論..................................................................................1
第一節 研究背景與動機...........................................................1
	第二節 研究目的與問題...........................................................3
	第三節 名詞定義.....................................................................4
	第四節 研究範圍.....................................................................5
	第五節 研究限制.....................................................................5
	第六節 研究貢獻.....................................................................6

第二章 文獻探討...........................................................................8
	第一節 數位說故事..................................................................8
	第二節 數位說故事的教育應用..............................................10
	第三節 英語寫作理論與模式..................................................18
	第四節 曼陀羅思考策略.........................................................26

第三章 研究方法與設計...............................................................35
	第一節 研究架構與設計.........................................................35
	第二節 研究假設...................................................................49
	第三節 研究對象...................................................................53
	第四節 研究工具...................................................................54
	第五節 研究流程...................................................................59
	第六節 資料處理與分析.........................................................61

第四章 研究結果與分析...............................................................62
	第一節 英語寫作能力間接測驗..............................................62
	第二節 英語寫作能力直接測驗..............................................88
	第三節 英語寫作能力總測驗................................................113
	第四節 討論.........................................................................119

第五章 結論與建議....................................................................122
	第一節 研究結論..................................................................122
	第二節 建議.........................................................................129

參考文獻....................................................................................133
	中文部分..............................................................................133
	英文部分..............................................................................133
附錄...........................................................................................139
	附錄一 曼陀羅思考技法教案................................................139
	附錄二 學習單.....................................................................144
	附錄三 英語寫作能力間接測驗.............................................155
	附錄四 英語寫作能力直接測驗.............................................161

表次
表2-1-1 數位說故事七大素.................................................................9
表2-2-1 創作與整合數位故事的途徑..................................................13
表2-2-2 數位說故事教育成效.......................................................14
表3-1-1 整體研究架構及教材發展流程..................................................37
表3-1-2 實驗架構.............................................................................38
表3-1-3 實驗教學內容摘要表..............................................................48
表3-3-1 研究組別與樣本人數..............................................................53
表3-4-1 間接測驗評分方式.................................................................55
表3-4-2 合併句子評分標準...............................................................56
表3-4-3 看圖寫作與命題寫作評分標準................................................56
表3-4-4合併句子測驗三位評分者間Kendall 和諧係數............................58
表3-4-5 看圖作文、命題作文測驗評分者間Kendall 和諧係數....................59
表3-5-1 研究時程表........................................................................60
表4-1-1 低成就各組別前、後測英語寫作能力間接測驗敘述性統計摘要表....63
表4-1-2 高成就各組別前、後測英語寫作能力間接測驗敘述性統計摘要表....63
表4-1-3 低成就各組別英語寫作能力字彙測驗之敘述性統計摘要表............64
表4-1-4 低成就字彙測驗組內迴歸係數同質性檢定結果摘要表..................64
表4-1-5 低成就Levene字彙測驗組內變異數同質性檢定結果摘要表...........65
表4-1-6 低成就字彙測驗共變數分析摘要表..........................................65
表4-1-7 低成就各組別在字彙測驗後測成績之描述性統計........................66
表4-1-8 高成就前、後測英語寫作能力字彙測驗之敘述性統計...................67
表4-1-9 高成就各組字彙測驗組內迴歸係數同質性檢定結果摘要表............67
表4-1-10 高成就Levene字彙測驗組內變異數同質性檢定摘要表................68
表4-1-11 高成就字彙測驗共變數分析摘要表........................................68
表4-1-12 高成就各組別在字彙測驗後測成績之描述性統計......................69
表4-1-13 低成就各組別英語寫作能力文法測驗之敘述性統計摘要表..........70
表4-1-14 低成就文法測驗組內迴歸係數同質性檢定結果摘要表................70
表4-1-15 低成就Levene文法測驗組內變異數同質性檢定結果摘要表..........71
表4-1-16 低成就文法測驗共變數分析摘要表........................................71
表4-1-17 低成就各組別在文法測驗後測成績之描述性統計......................72
表4-1-18 高成就前、後測英語寫作能力文法測驗之敘述性統計摘要表.........73
表4-1-19 高成就各組文法測驗組內迴歸係數同質性檢定結果摘要表..........73
表4-1-20 高成就Levene文法測驗組內變異數同質性檢定結果摘要表..........74
表4-1-21 高成就文法測驗共變數分析摘要表........................................74
表4-1-22 高成就各組別在文法測驗後測成績之描述性統計......................75
表4-1-23 低成就前、後測英語寫作能力句子重組測驗之敘述性統計摘要表...76
表4-1-24 低成就句子重組測驗組內迴歸係數同質性檢定結果摘要表..........76
表4-1-25 低成就Levene句子重組測驗組內變異數同質性檢定結果摘要表....77
表4-1-26 低成就句子重組測驗共變數分析摘要表..................................77
表4-1-27 低成就各組別在句子重組測驗後測成績之描述性統計................78
表4-1-28 高成就前、後測英語寫作能力句子重組測驗之敘述性統計摘要表...79
表4-1-29 高成就句子重組測驗組內迴歸係數同質性檢定結果摘要表..........79
表4-1-30 高成就Levene句子重組測驗組內變異數同質性檢定結果摘要表....80
表4-1-31 高成就句子重組測驗共變數分析摘要表..................................80
表4-1-32 高成就各組別在句子重組測驗後測成績之描述性統計...............81
表4-1-33 低成就前、後測英語寫作能力間接測驗之敘述性統計摘要表.........82
表4-1-34 低成就間接測驗組內迴歸係數同質性檢定結果摘要表................82
表4-1-35 低成就Levene間接測驗組內變異數同質性檢定結果摘要表..........83
表4-1-36 低成就間接測驗共變數分析摘要表........................................83
表4-1-37 低成就各組別在間接測驗後測成績之描述性統計......................84
表4-1-38 高成就前、後測英語寫作能力間接測驗之敘述性統計摘要表.........85
表4-1-39高成就間接測驗組內迴歸係數同質性檢定結果摘要表.................85
表4-1-40高成就Levene間接測驗組內變異數同質性檢定結果摘要表..........86
表4-1-41高成就間接測驗共變數分析摘要表........................................86
表4-1-42 低成就各組別在間接測驗後測成績之描述性統計......................87
表4-2-1低成就各組別前、後測英語寫作能力直接測驗之敘述性統計摘要表..88
表4-2-2 高成就個組別前、後測英語寫作能力直接測驗之敘述性統計..........88
表4-2-3 低成就前、後測英語寫作能力合併句子測驗之敘述性統計摘要表....89
表4-2-4 低成就合併句子測驗組內迴歸係數同質性檢定結果摘要表............89
表4-2-5 低成就Levene合併句子測驗組內變異數同質性檢定結果摘要表.....90
表4-2-6 低成就合併句子測驗共變數分析摘要表....................................90
表4-2-7 低成就各組別在合併句子測驗後測成績之描述性統計..................91
表4-2-8 高成就前、後測英語寫作能力合併句子測驗之敘述性統計摘要表....92
表4-2-9 高成就合併句子測驗組內迴歸係數同質性檢定結果摘要表............92
表4-2-10 高成就Levene合併句子測驗組內變異數同質性檢定結果摘要表....93
表4-2-11 高成就合併句子測驗共變數分析摘要表..................................93
表4-2-12 高成就各組別在合併句子測驗後測成績之描述性統計................94
表4-2-13 低成就前、後測看圖作文測驗之敘述性統計摘要表....................95
表4-2-14 低成就看圖作文測驗組內迴歸係數同質性檢定結果摘要表..........95
表4-2-15 低成就Levene看圖作文測驗組內變異數同質性檢定結果摘要表....96
表4-2-16 低成就看圖作文測驗共變數分析摘要表..................................96
表4-2-17 低成就各組別在看圖作文測驗後測成績之描述性統計................97
表4-2-18 高成就前、後測英語寫作能力看圖作文測驗之敘述性統計摘要表...98
表4-2-19 高成就看圖作文測驗組內迴歸係數同質性檢定結果摘要表..........98
表4-2-20 高成就Levene看圖作文測驗組內變異數同質性檢定結果摘要表....99
表4-2-21高成就看圖作文測驗共變數分析摘要表...................................99
表4-2-22 高成就各組別在看圖作文測驗後測成績之描述性統計..............100
表4-2-23 低成就前、後測英語寫作能力命題作文測驗之敘述性統計摘要表.101
表4-2-24 低成就命題作文測驗組內迴歸係數同質性檢定結果摘要表........101
表4-2-25 低成就Levene命題作文測驗組內變異數同質性檢定結果摘要表..102
表4-2-26 低成就命題作文測驗共變數分析摘要表................................102
表4-2-27 低成就各組別在命題作文測驗後測成績之描述性統計..............103
表4-2-28 高成就前、後測英語寫作能力命題作文測驗之敘述性統計摘要表.104
表4-2-29 高成就命題作文測驗組內迴歸係數同質性檢定結果摘要表........104
表4-2-30 高成就Levene命題作文測驗組內變異數同質性檢定結果摘要表..105
表4-2-31 高成就命題作文測驗共變數分析摘要表................................105
表4-2-32 高成就各組別在命題作文測驗後測成績之描述性統計..............106
表4-2-33低成就前、後測英語寫作能力直接測驗之敘述性統計摘要表........107
表4-2-34 低成就直接測驗組內迴歸係數同質性檢定結果摘要表..............107
表4-2-35 低成就Levene直接測驗組內變異數同質性檢定結果摘要表........108
表4-2-36 低成就直接測驗共變數分析摘要表......................................108
表4-2-37 低成就各組別在直接測驗後測成績之描述性統計....................109
表4-2-38 高成就前、後測英語寫作能力字彙測驗之敘述性統計摘要表.......110
表4-2-39高成就直接測驗組內迴歸係數同質性檢定結果摘要表................110
表4-2-40 高成就Levene直接測驗組內變異數同質性檢定結果摘要表........111
表4-2-41 高成就直接測驗共變數分析摘要表......................................111
表4-2-42 高成就各組別在直接測驗後測成績之描述性統計....................112
表4-3-1 低成就前、後測英語寫作能力總測驗之敘述性統計摘要表...........113
表4-3-2 低成就總測驗組內迴歸係數同質性檢定結果摘要表...................114
表4-3-3 低成就Levene總測驗組內變異數同質性檢定結果摘要表............114
表4-3-4 低成就總測驗共變數分析摘要表...........................................115
表4-3-5 低成就各組別在總測驗後測成績之描述性統計.........................115
表4-3-6 高成就前、後測英語寫作能力總測驗之敘述性統計摘要表...........116
表4-3-7 高成就總測驗組內迴歸係數同質性檢定結果摘要表...................117
表4-3-8 高成就Levene總測驗組內變異數同質性檢定結果摘要表............117
表4-3-9 高成就總測驗共變數分析摘要表...........................................118
表4-3-10 高成就各組別在總測驗後測成績之描述性統計.......................117

圖次
圖2-3-1 Hayes-Flower (1981)的寫作模式........................................19
圖2-3-2 知識陳述的模式..............................................................20
圖2-3-3 Hayes(1996)寫作模式.......................................................23
圖2-3-4 Rijlaarsdam & van den Bergh(1994)的寫作模式...................25
圖2-4-1 發散型曼陀羅思考...........................................................27
圖2-4-2 順時針型曼陀羅思考.......................................................27
圖2-4-3 蓮花法構造圖..................................................................30
圖3-1-1 研究架構圖.............….....................................................36
圖3-1-2 曼陀羅句構分析..............................................................41
圖3-1-3 故事地圖.........................................................................42
圖3-1-4 曼陀羅文章結構分析.......................................................43
圖3-1-5 故事腳本曼陀羅..............................................................45
圖3-1-6 故事板............................................................................46
圖3-1-7 數位說故事呈現流程圖....................................................47
圖3-2-2 蓮花曼陀羅句構分析.......................................................29
圖3-2-3 故事地圖.........................................................................30
圖3-2-4 數位說故事故事板...........................................................31
圖3-5-1 研究流程圖.....................................................................59
圖4-1-1 低成就各組字彙測驗平均數趨勢圖…………………………..66
圖4-1-2 高成就各組字彙測驗平均數趨勢圖..................................69
圖4-1-3 低成就各組「文法測驗」平均數趨勢圖...............................72
圖4-1-4 高成就各組「文法測驗」平均數趨勢圖..............................75
圖4-1-5 低成就各組「句子重組測驗」平均數趨勢圖........................78
圖4-1-6 高成就各組「句子重組測驗」平均數趨勢圖.......................84
圖4-1-6 低成就各組「間接測驗」平均數趨勢圖...............................87
圖4-1-8 高成就各組「間接測驗」平均數趨勢圖...............................86
圖4-2-1 低成就各組「合併句子測驗」平均數趨勢圖........................91
圖4-2-2 高成就各組「合併句子測驗」平均數趨勢圖........................94
圖4-2-3 低成就各組「看圖作文測驗」平均數趨勢圖........................97
圖4-2-4 高成就各組「看圖作文測驗」平均數趨勢圖......................100
圖4-2-5 低成就各組「命題作文測驗」平均數趨勢圖......................103
圖4-2-6 高成就各組「命題作文測驗」平均數趨勢圖......................106
圖4-2-6 低成就各組「直接測驗」平均數趨勢圖.............................109
圖4-2-7 高成就各組「直接測驗」平均數趨勢圖.............................112
圖4-3-1 低成就各組「總測驗」平均數趨勢圖................................116
圖4-3-2 高成就各組「總測驗」平均數趨勢圖................................119
圖4-4-1 曼陀羅技法教學對各分項測驗解釋力.............................120
圖5-1-1 學生聚斂與擴散思考創作..............................................128

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