| Summary: | 碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 97 === This research investigated thinking maps in developing effective teaching strategies to improve pupils' ability in writing life stories. In addition, it also examined how the researcher, in the course of the study, progressed in teaching writing.
Action research was adopted in this study where, from the period between September, 2007, and November, 2008, experiments were conducted on 14 pupils from the researcher's year 5 class to investigate how a process of “action, reflection, modification, action”built up the knowledge and strategies of improving pupils' skills in writing life stories. In the classroom, strategies such as "evoking feelings and memories", "peer dialogue", and “thinking maps”were adopted to guide pupils in the writing process and develop their pupils' skills to write life stories. It can be concluded from this study that:
1. evoking feelings and memories of occurrences helped pupils gather ideas and materials for writing,
2. peer dialogue helped pupils retrieve memories of certain occurrences,
3. bubble maps helped pupils focus on the important aspects of narratives,
4. flow maps improved pupils' skills in sequencing events,
5. peer dialogue enabled pupils to focus on certain threads in writing,
6. bubble maps and guided reading developed pupils' skills in elaborating occurrences,
7. flow maps guided pupils to change the narrative order in their writing, and
8. peer reading and dialogue helped develop pupils' ability in reviewing and modifying their own writing.
Furthermore, it can also be concluded from this research that
1.“life story writing” helped develop pupils' skills in writing narratives ,
2.integrating various writing strategies into writing process improved pupil's skills in writing , and
3.by taking an involved role as a participant in the study while simultaneously observing the results, the researcher was able to enrich the insight into teaching writing and develop effective strategies to raise the quality of pupils' writing.
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