| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 97 === This thesis aimed to exploit the writing instruction for second learning level in Chinese composition in Yun-Lin County. The purpose was to figure what and how local teachers were implementing and what the differences existed. The researcher focused respondents on the elementary school teachers who target second learning level writing.
The ‘Stratified random sampling’approach was applied in analyzing questionnaire survey and interviews. The study tool was self-edited ‘A Survey Questionnaire for understanding the second learning stage in Chinese writing’. Valid respondents were 353. Besides, the researcher interviewed to teacher. The main purpose was to be more insightful and possible in-depth study on the issue. The followings are the main findings：
1. Current situation of implementing the teaching writing at second learning stage in Yun-Lin County.
(1) Teachers generally deemed that ‘Correctly and affluently making sentences and idioms, arranging sequential paragraphs and organizing into a composition’ to be the main objectives of teaching to write.
(2) The majority of teachers did make teaching plans and half of them looked for guidance and reference in the ‘Curricula Guidelines’, especially the ‘ability index’part.
(3) Teaching material in which teachers used most were mainly text、teaching manual, and workbook.
(4) Frequency of teaching students to write was mainly ‘once in two to three weeks’, each time ‘one to two periods’, and usually during ‘language arts’ classes.
(5) The most frequent topics of writing teachers assigned for students was ‘Descriptive’, the least was ‘Essay’, Moreover, mostly, teachers assigned ‘current news、seasonal, and campus activities’ to be topics for writing.
(6) Teachers most frequently applied ‘Assisting Writing’ in instruction followed by ‘Imitative Approach’.
(7) The majority of teachers didn’t seek for reference in assessing writing according to the guidance in ‘Curricula Guidelines’.
(8) The Challenges in teaching to write, in teachers’ part, the factors were ‘insufficient time’、’professional ability’. For students, the difficulties seemed to be ‘lower ability in language arts’and’too little reading’ …etc..
2. The diversity when implementing second learning stage of writing instruction in Yun-Lin County：
(1) The differences were partly caused by school size and administrative areas and led to the unlikely implementation in writing instruction.
(2) For teachers, the teaching in composition differed because of gender, educational background of teachers and what they majored in colleges, professional development and years of teaching.
(3) There were no significant differences in there factors:
‘Integrating ability index in curricula planning’、’choosing certain textbooks for frosting students’ competence in writing that matched the Curricula Guidelines’、’Time for writing’、’Time stage for writing’、’most practiced composition patterns’ and ‘highlights in assessing writing’.
Finally, the researcher gave relevant suggestions which are based on the research findings, to educational administrators、schools, and teachers teaching writing and future research.
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