| Summary: | 碩士 === 國立屏東教育大學 === 中國語文學系 === 98 === This study was aimed at investigating the process of writing portfolios based on the Chinese textbooks for the fifth graders. The subjects in this study were the elementary school fifth grade students. In order to examine the effect of the instruction, the researcher designed fourteen guided writing styles and instructed twenty-eight lessons. The goals of this study were as follows:
1.Develop the question types which could be applied in elementary schools.
2.Examine the elementary school students’ writing proficiency after the students are instructed guided writing through writing portfolios evaluation.
The results of this study were as follows:
1.Guided writing question types are worthy of development for elementary school students.
2.The question types should be adjusted according to students’ skills.
3.The materials didn’t need to be restricted to the Chinese textbooks.
4.The students’ interests, skills and needs were all needed to take into account when the teachers chose question types.
5.The portfolios helped students to reflect on their writing.
6.The improvement of writing proficiency also relied on literary styles practice and writing skills learning.
Based on the results, the researcher provided with four suggestions.
1.Teachers may start to teach students guided writing since they are the first grade.
2.Student’ writing skills training are needed to proceed at the same time.
3.The content of writing materials could be related to students’ lives or their other subjects.
4.Reading plays a crucial role in writing instruction.
Based on the results, the researcher found three difficulties when delivering writing instruction.
1.the lack of experts’ systematic materials
2.the lack of professional teachers in this field
3.Writing instruction should not only be a small part of the Chinese subject.
Hope the results and suggestions of this study could be for schools, teachers and researchers’ reference in the future.
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