The Research of Metacongitive Strategy Applied to Writing Teaching for the 5th and 6th Graders of Elementary School

• Main Author: 呂菁馨
• Other Authors: 江惜美
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/78832043746157493916

碩士 === 臺北市立教育大學 === 中國語文學系碩士班 === 96 === The purpose of this research is to explore how metacognitive strategy can be applied to writing teaching for 5th and 6th graders in elementary school. Through the exploration of metacognitive theory, writing teaching models, and writing process, the application of metacognitive strategy is discussed in two dimensions: strategy exploration and practical application. The design of writing activities is based on metacognitive theory and the process-oriented approach. With Vygotsky’s scaffolding learning theory as the main idea, cognitive mental process of 5th and 6th graders as the starting point, and actual environment and resources as the consideration, the metacognitive writing strategy is developed. Through the three phases of planning, translating, and reviewing as strategy training, with the aid of various supplementary measures and the creation of a writer-friendly environment, students are guided systematically with many different strategies before, in the meantime, and after their writing process. The metacogntive abilities of students, such as self-monitoring and self-managing, are developed, and their writing skills are improved. After the theory and strategy incorporated with writing teaching, through the analysis of execution and observation, the concrete steps of “metacognitive-oriented writing teaching program” are developed. The positive change of the cognition and attitude of students on writing, and the progress students have made in both quality and quantity of their works, show that metacognitive strategy indeed enhances students’ self-reflecting and self-monitoring abilities. The process and results of this research cover both theory and practice, so it may be helpful for teachers who are interested in metacognitive writing teaching. Meanwhile, the related suggestions about writing teaching program and future research may be good references for the future researchers.