The Use of “Component Representation” Instructional Strategy in Writing Instruction

• Main Authors: Chun-ching Fang, 方俊欽
• Other Authors: Hung-liang Lee
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/09065839283313561030

碩士 === 國立臺南大學 === 科技發展與傳播研究所 === 95 === The purpose of this study was to develop the component representation instructional strategy (CRIS), and use the strategy to teach Chinese composition. The research used quasi-experimental method to detect the effect of using serial pictures to teach writing. Subjects were 117 4th graders. 58 of them were assigned to the experimental group, the other 59 subjects assigned to the control group. The analysis used ANCOVA and t-test to answer questions concerning the effect of different writing instructional strategies. The questionnaire on teaching feedback was applied to survey the satisfaction of the learners. The main results as follows: 1.The results showed a striking effect of CRIS on learning performance of the learners. 2.The learners held positive attitude toward the activity using cooperative learning and serial pictures. 3.The prerequisite of the learners was significant associated with the performance of writing. 4.The “Portable Interactive Gaming/Learning System” included in the writing was popular with the learners. In conclusion, CRIS combining serial pictures and cooperative learning matches up information technology included in writing indeed helped promoting the learning outcome. Several writing learning implications can be drawn from this study. This study also pointed to suggestions for future research.