The Use of Integrative Reading and Writing Process-oriented Teaching Model of the Writing Class for Low-Grades Students

• Main Authors: TSENG,YU-FANG, 曾郁芳
• Other Authors: LIN,YONG-FENG
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/69851180703009026996

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 101 === The purpose of this study was to discuss impact of the integrative reading and writing process-oriented teaching model of the writing class on the writing skills of junior students. The researcher adopted action research where second-grade students in the elementary school were the subjects in the teaching activities with six writings in two stages; the researchers implemented “Written Language Ability Diagnostic Test for Children” prior to teaching, after the first-stage teaching and the second-stage teaching, where the results and other relevant information are discussed. Furthermore, all collected data were sorted out and analyzed for understanding the effects of teaching and students’ learning conditions.. The Study herein concluded: 1. The integrative reading and writing process-oriented teaching model of the writing class can improve students' writing skills. The findings in the six writing works performed by the students and the works in the " Written Language Ability Diagnostic Test for Children " indicated that a majority of students' writing skills have made progress in "Total Number of Word", “Average number of the word in each sentence", "Quotient of Making Sentence" and "Context Score”, among which "Total number of word" and “Context Score” have the most significant progress of all. 2. Advantages of integrative reading and writing process-oriented teaching model of the Writing Class Integrative reading and writing process-oriented teaching mode of the writing class connects teachers, students and peers, converting the students’ learning source from unilateral into multi-directional form, and the roles the students play also convert from unilateral into bilateral forms. Peers’ discussion enables students to imitate and motivate with each other for larger scope of learning the writing skills. Integrative reading and writing process in those Mandarin curricular materials and teaching mode of writing class facilitates lessons to become the scaffolds of students’ writing skills that teachers do not have to teach composition to start all over again, which can reduce down the load of teaching, while students are able to accumulate rich scope of materials in the writing themed for compositions through the lessons and templates, wherein these students can write without difficulties and anxiety may be reduced. 3. The Disadvantages and Shortcomings in the implementation of directional mode in the course of integrative reading and writing process of the teaching model. There are more auxiliary exercises in such integrative reading and writing process-oriented teaching model of the writing class which are in more complexity if in use; the students studying at low-grade class need to spend more time practicing each single exercise which may likely to cause the burden on these students. During Peers’ marking process, it is worthy to note the grouping manner where if the extinction of time frame for completing any composition might be caused by disparity in the speed and capability and it often affects the time in the correction and delivery mutually and leading to the relationship among children tense. Besides, due to peculiarity of development behind the age of those students studying at lower grades that even if it is correct to orient where the teaching model goes, it is unable to have instant progress significantly that the instructor should be patient in the guidance. In addition, the process of preparing these teaching materials for writing class is time-consuming and labor-intensive, which is lack of systematic chapter and sections leading to overload behind such writing class.