| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 104 === Abstract
In this study, action research Asked-thinking methods to explore teaching on primary school the first grade students of plug-writing effective writing. In this study, two points of the process, the first of the real process is exploratory, and then enter the second research phase process, the first study on the implementation of previous testing, do teaching eight topics, the final test after the implementation. Teachers and students to explore questions of plug-writing, whether helpful to learn whether children's writing skills improved, whether writing content generation change, but through classroom observation, questionnaire writing, interview records and other information as evidence.
The results are as follows:
First, ask thinking pedagogy applied to children of low-grade plug
composition results in writing scores, textual expression, content, organizational structure, basic skills, creative expression, the five dimensions of the post-test scores were better than pre-test results, and significant progress has five dimension.
Second, low-grade plug composition performed way, we shall follow the development of the child's ability to learn by the plug-speak again to Figure
Write words, "I hand my mouth" progressive mode, train the child to say a complete sentence, and guide the children to write down what they want to say.
Third, the implementation of teaching thinking after asking Figure composition, composition teaching individuals to have the system compared with the direction to guide their children say the step-by-step diagram of situations, and to link their own life experience.
Finally, the researchers asked them for study teaching thinking Figure Composition analysis and discussion, to make specific recommendations to serve as future reference related research.
Keywords: figure composition, ask thought teaching, action research
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