An Action Research on Teaching Chinese Sentence Composition for the Second Graders

• Main Authors: Chun-yue Ding, 丁春月
• Other Authors: Ching-tien Tsai
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/52713492871176448342

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 102 === The research aims to explore Chinese sentence composition teaching for the second graders in application of cooperative learning. In order to reach the goals, the action research was adopted involving the phases of scenario analysis (i.e., the plan of curriculum project, the design of curriculum project, the implementation of curriculum project, and the evaluation of curriculum project), and the data were collected from each phase, including observation, interviews, teaching diaries, worksheets, and reflections to monitor the processes of curriculum project and evaluate the effectiveness of curriculum project. The research questions to be addressed in the study are as follows: 1. How to apply scenario analysis to Chinese sentence composition teaching and what’s the reflection on it? 2. How to plan the project of Chinese sentence composition teaching and what’s the reflection on it? 3. How to implement the project of Chinese sentence composition teaching and what’s the reflection on it? 4. How to evaluate the project of Chinese sentence composition teaching and what’s the reflection on it? The research conclusions in the study are shown as follows: 1. The findings of applying scenario analysis to the project of Chinese sentence composition teaching and reflecting on it:(1) using scenario analysis facilitated the collection of data from teaching activities and helped proceed the action project; (2)using scenario analysis assisted in understanding the research scenario and then helped the researcher develop the curriculum in terms of scenario advantages; (3) it benefited the research partners to reach the consensus to find out the resolutions of teaching problems with scenario analysis; (4) it helped the researcher to organize and proceed the teaching activities with scenario analysis. 2. The findings of planning the project of Chinese sentence composition teaching and reflecting on it: (1) setting teaching goals based on Competence Indicators of Grade 1-9 curriculum confirmed the specific directions of curriculum action project; (2) establishing learning community enhanced the teaching literacy; (3) teaching activities in applying cooperative learning promoted students’ learning interests; (3) concerning about the development of curriculum action project of Chinese sentence composition in applying cooperative learning strengthened the researcher’s ability of curriculum design. 3. The findings of implementing the project of Chinese sentence composition teaching and reflecting on it: (1) using various teaching resources enriched the content of action project of Chinese sentence composition; (2) latent curriculum of cooperative learning influenced the students’ life attitude and behavior; (3) co-research partners were needed to implement the project fluently; (4) implementing and applying cooperative learning to Chinese sentence composition teaching shortened the gap between curriculum theory and curriculum practice. 4. The findings of evaluating the project of Chinese sentence composition teaching and reflecting on it: (1) regarding Chinese sentence composition as teaching medium and using multimedia resources made teaching effectively; (2) applying cooperative learning to Chinese sentence composition promoted students’ ability, learning motivation and interests; (3) it is necessary for teachers to improve their professional literacy of Chinese sentence composition teaching and take chances to instruct students in Chinese sentence composition at all time. Finally, the suggestions based on the conclusions of the research may offer the references for teachers’ teaching as well as study in the future. Keywords：Chinese language, sentence composition, action research, cooperative learning