| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 97 === The purpose of this research is to applying rhetoric instruction into writing courses. Third –grade teachers use the existing textbooks as the teaching materials to design the rhetoric instruction for students. Students not only learn various rhetoric methods, but also apply them into writing. By applying rhetoric instruction into courses improves students’ writing ability in order to achieve following goals:
1. To apply rhetoric instruction into existing writing courses.
2. To improve students'' writing ability.
3. Trying to find and solve problems, while the rhetoric instructions were applied.
The method of this research is use the model of instruction movement research “research-executing”. Make a study about interaction between teachers and students after rhetoric instruction was applied into courses. Analyzing data collection from student’s literary work and the compound information presented in the process of the instructing, in order to give an interpretation. The conclusions are list below.
I. The advantages are:
(1) Revising the existing textbook helps applying rhetoric instruction into courses.
(2) Applying rhetoric instruction conforms to student''s life experience, promote student''s interpersonal relationship.
(3) Applying rhetoric instruction enriches student''s creativity, expand student''s space.
(4) Applying rhetoric instruction motivates student''s interest for literature and open the opportunities of writing.
(5) Applying rhetoric instruction polishes up the articles and increase sstudent''s interest and writing ability.
II.The difficulties and questions are:
(1) If instructor is lack of professional, confidence and management ability will reduce teaching efficiency.
(2) The diversified and deep rhetoric method will test teacher''s professional specialty.
(3) Students have uneven writing capability or skill.
(4) The rhetoric instructing is under pressure, because the instructing time is not enough.
III. The implementation of applying rhetoric instruction can advance students'' writing competence.
The rhetoric instructor increase student’s writing skill and helps student put on positive performance. During the instructing, teachers found students start to have interest in writing, which improves their understanding and creativity. Teacher can spend less time on leading students to write, because students write faster and faster.
According to the above results, this research provides some references for schools, teachers and further research about rhetoric instructing.
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