An Action Research on the Experiential Curriculum for Improving the Formal Oral Expression Ability for the Second Graders

• Main Author: 何如婷
• Other Authors: 葉興華教授
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/36399356735654526343

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士學位在職專班 === 103 === This study aimed to explore the curriculum design and the implementation status of experiential courses to enhance the formal oral expression ability for the elementary second graders. There are three research purposes: (1) To implement the design of experiential oral expression curriculum for the second grade students. (2) To explore the feasibility of implementation at experiential formal oral expression curriculum. (3) To comprehend the performance of students in experiential formal oral expression curriculum. This study adopts action research. During the process of reasearch, the reasearcher relies on method of interview, video observation and documentation analysis to collect data. The researcher concludes for the following aspects: 1.An experiential formal oral expression curriculum can be implemented by the four-stages model："concrete experience", "recall and reflection", " discuss and complete the formal oral expression projects ", "try to speak and revise in the group ". 2.The students are not familiar with the experiential formal oral expression curriculum model , part of the activities are required to increase the flexibility of time in stages, in order to assist them to adapt. 3.In the front of experiential activities, providing text and illustrations comparison can help students to understand the picture books and newspapers written information contents and result a new language materials. 4.The use of multimedia, clearly showing picture book illustrator image, the steps needed to experience activities and reproduce fragments of experience activities, is to promote events linked applications for students. 5.A team of 3-4 individuals, getting on experience, discuss and revise for trying to speak in activities, is the most effective way of grouping. 6.The teaching contents link with Mandarin and Life Curriculum textbook which are used for the study object, stimulating students to participate in the experience of expectations and triggering sensory awareness capability. 7.First to guide students to use description, stack, metaphor rhetoric with those learning from Mandarin lessons, combine with "first ...... then ......" and adopt complex sentences to practice speaking, and then gradually strengthen sentence structure concept plus a wide application, can enhance the richness of language materials and vividness of usage for them. 8.By using the related topic of Mandarin text, picture books or newspapers as the leading contents, can help students to construct the experienced knowledge scaffolding, amplify the source of language materials. 9.Use the "exquisite language material record reference table", "learning sheet of planning formal oral expression" can guide the students to recall the gain from the experiences again and provide a chance with self-motivation, courage architecture, rich content to speak. 10.Experiential oral expression curriculum can improve the formal oral expression ability as "content expression ", "thinking skills", "voice", "performance attitude" of students and build up their confidence. 11.Using the oral expression score table can help teacher to understand the situation at the formal oral expression ability of " content expression", "thinking skills", "voice", "performance attitude" for students.