| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 104 === The purposes of this study were to investigate the effects on students’ writing performance by applying “ experiential Chinese composition instruction in junior high school” and to explore the problems the teacher encountered and the adjustments the teacher made.
In the action research, 27 ninth graders from the researcher’s class were adopted for eight weeks. The research tools included the essay scoring table, the observation records, the interviewing records, and the worksheets. The data obtained were summarized and analyzed. Based on the result, we came to conclusions as follows:
First, implementing experiential Chinese composition instruction in junior high school could improve overall scores, conception obtainment, organizational structure, and sentence making of all the students’ writing performance.
Second, implementing experiential Chinese composition instruction in junior high school could improve overall scores of the low-achievers’ writing performance and the separate capability of the medium-achievers and low-achievers. Among them, the medium-achievers’ structural integrity and writing expression as well as the low-achievers’ subject expression, writing expression and rhetorical fluency were improved significantly.
Third, in the process of implementing experiential Chinese composition instruction in junior high school, there were some problems in experiential activities and composition instruction. However, they were solved because of the application of the researcher’s strategies.
Finally, reflections of the researcher and suggestions for future studies were provided according to the process and the result of this study.
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