| Summary: | 碩士 === 亞洲大學 === 經營管理學系碩士班 === 101 === This study aims to explore whether reciprocal teaching strategies combined with concept mapping improve third graders’ writing ability. The subjects are 82 students from the three classes taught by the researcher. They are randomly divided into three groups which respectively receive instructions of reciprocal teaching strategies, concept mapping, and reciprocal teaching strategies combined with concept mapping.
The study implements “writing scale” as the tool of evaluation. It contains detailed standards for grading, according to which students’ writings are evaluated. During the study, each class receives two hours of writing lessons a week for ten weeks. Students then practice writing on the assigned subjects according to the themes and contents of the activities each time.
This research is conducted based on pretests and post tests. The three groups of subjects finish an article before the experiment. Their writings are evaluated in detail by three teachers according to the “writing scale.” The post test results determined by the writing scale are turned into statistics by means of one-way and univariate analysis and analysis of covariance of independent samples of quasi experiment.
The results are as follows. First, there are obvious differences in total grades and sentence expressions. The group receiving reciprocal teaching combined with concept mapping performs better than the other groups. Second, there are no apparent differences among the three groups in their structures and thoughts and contents. Finally, the group receiving reciprocal teaching combined with concept mapping performs much better than the other groups in their basic skills, while there are no apparent differences between the other groups.
In the end, the researcher provides suggestions for writing lessons and future studies according to the results obtained from the study.
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