分享式閱讀教學提升國小三年級學童寫作能力之研究

• Main Author: 林莉鈺
• Other Authors: 楊榮蘭
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/73545104344820018991

碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 97 === Abstract This research investigates the influences of shared-book reading on the primary school third-grade students’ writing skills, and to describe the developmental process of students’ writing skills as well as the inspiration teachers experienced when performing this strategy. One third-grade class of 33 students participated in this action research in a course consisting of 21 lessons in 10 times. Before and after the course, “Written Language Ability Test for Primary School Students” is given to the students. Students also filled the “reading and writing questionnaires” after the course in which students’ opinions about applying shared-book reading are analyzed. The research data, which include student worksheets, interviews, notes of class observation, and experts’ opinions are collected and analyzed. The results are: 1.After performing the shared-book reading, students’ scores of the “Written Language Ability Test for Primary School Students” vary significantly. 2.The strategy of shared-book reading helps students acquire writing skills and improve their writing ability. 3.As the frequency of students’ presentation and sharing increase, their writing skills improve correspondently. 4.Students share their life experiences in response with the reading materials and learn to construct paragraphs and compose a complete writing. 5.Teachers’ improvement in using shared-book reading strategy can help to enhance the effect of teaching and students’ writing ability. 6.Teachers can adopt writing techniques from reading materials and set up clear goals for each unit. However, in terms of the teaching of writing, the lack of systematic methods is still a critical factor to be overcomed and developed.