想像作文之教學行動研究-以光明國小四年孝班為例

• Main Author: 彭玉丹
• Other Authors: 黃陶陶
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/61838337522268935018

碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 97 === This study is a praxis research accomplished by an elementary school teacher applying "imagination composition teaching" in her class. The researcher found that cultivating a student’s language abilities is the most urgent task at present. She tries to implement “imagination composition” in the teaching plans of writing curriculum for her fourth graders hoping to do a long-term planning for the students’ learning. She intends to develop a suitable teaching program for her class to arouse the students’ writing interest and improve their writing skills. This study applies an action research method. The researcher is also the teacher who teaches the subjects, twenty-nine students in total, conducting the teaching experiment plan in Grade Four Class Two, Guang-ming Elementary School. This study takes a whole semester with two teaching periods per week. There are five units totally with two units of creative imagination composition and three units of reproductive imagination composition, in addition to a pre-test and post-test composition. Three key points of conclusion are provided according to the research results and discussion in this study: 1. "The teaching of writing of imagination composition" can be used to arouse the interest in writing for the fourth graders in Guang-ming Elementary School. 2. " The teaching of writing of imagination composition" can apparently increase the creativity and imagination in writing for fourth graders in Guang-ming Elementary School. 3. " The teaching of writing of imagination composition" is feasible to be applied in grade four. Imagination composition can be used as a new trial material for writing which is able to cultivate imagination abilities for students. When the teaching of imagination composition is applied in the middle grades of a primary school, the teacher could plan the imagination composition suitable for lower or higher graders according to the development of the students, and use it as supplementary materials to inspire students’ innovative thinking.