An action research of infusing concept mapping into 6th-grade writing instruction

• Main Authors: Fung-Chy Lin, 林鋒錡
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/98954641234803110468

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 98 === This study is an action research on infusing concept mapping into writing instruction. According the Situation Analysis developed the writing instruction. It was assessed the effectiveness by utilizing the writing curriculum infusing concept mapping. Study purposes: As a 6th-grade teacher who implemented concept mapping into the writing instruction, also took an action research on curriculum development and did some reflection through action research. The main research questions are as follows: 1. How to plan and reflect of infusing concept mapping into the 6th-grade writing curriculum development action projects in elementary school? 2. How to design and reflect of infusing concept mapping into the 6th-grade writing curriculum development action projects in elementary school? 3. How to implement and reflect of infusing concept mapping into the 6th-grade writing curriculum development action projects in elementary school? 4. How to evaluate and reflect of infusing concept mapping into the 6th-grade writing curriculum development action projects in elementary school? Conclusions： 1. In terms of the "planning" of the action projects: Learning situation analysis contributed to course preparation. Community development contributed to the implementation of the action research. Student Writing Competency Assessment contributed to resolve writing difficulties. Group interviews contributed to mutual communication between teachers and students. 2. In terms of the "design" of the action projects: Curriculum Competence Indicators were helpful for setting objectives and given the specific direction of the course design. Administrators assisted teaching activities and upgrading Teacher Professional Development. School-activities Curriculum was helpful in writing performance. 3. In terms of the "implementation" of the action projects: Collaborative learning helped raising concept and promoting the writing experience. The perseverance of Language Basic Training was needed. Multimedia educational materials improved learning interest. Making good use of strategies maintained the classroom routine. Essay Scoring Sheet helped score rating objectivity. 4. In terms of "evaluation" of the action projects: Infusing concept mapping into 6th-grade writing instruction enhanced writing results in overall scores, content, textual expression, organization structure and creativity. Integrating information technology in teaching activities enhanced their learning motivation. It took a lot of time for students to learn "concept mapping" and required more knowledge and ability. Emphasis both on writing and reading contributed to improve the overall language proficiency. At length, according to the conclusions of this study, some suggestions respectively for the schools and teachers intends to research writing instruction in the future, the researcher himself,the school in serving and the further research are offered.