運用寫作修改策略以提升小學六年級學生寫作成效之研究

• Main Author: 吳秀霞
• Other Authors: 張啟超
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/33789663195637100096

碩士 === 國立東華大學 === 國民教育研究所 === 98 === The research is for the purpose of proceeding the writing revision teaching by the students revising the article as the teaching strategy, observing and analyzing it to promote result of the elementary student writing. The research using the motion methodology takes the 28 elementary school sixth grade students as the object to proceed 12 week-long experiment teaching, previous six weeks carrying on “the writing revision training”, the latter six weeks carrying on “the writing and the revision”. The research proceeds writing revision activity by five steps of “voluntarily revision”,” the exchange revision”, “the group revision”, “voluntarily revision again”, “ the teacher revision” etc. to promote the student’s article revision ability and the writing ability. In the process of experiment teaching, cooperation study of the dividing into group carry on the teaching activity and learning thesis revision by associates' discussion and the mental ability. This research's discovery is as follows： 1 The student can revises the article and gives the evaluation and the suggestion by four thesis point scale, “decides the selection”, “the organizational structure”, “wording and phrasing”, and “the erroneous character, the form and the punctuation marks”. 2 The cooperation study of associates’ interaction, causes students, the learning capability slowly and the learning capability well, will have suitable study opportunity. 3 The student approves to benefits their own writing ability by revising and commenting schoolmate's articles. 4 First measured topic is easier to display；relatively , latter measured result certainly is worse than before. Therefore it needs to further study and evaluate effectively whether the writing revision strategy teaching upgrades writing result of the elementary student. In fact, this study is "process oriented" approach of writing instruction. This research is meaningful for students with reflective writing process and the role of scrutiny.