An Action Research of Concept Mapping Using in the Composition Teaching on the eighth- grade Students

• Main Authors: Shyu, Yi-Ting., 徐依筳
• Other Authors: Chan, Hui-Hsueh
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/9eata6

碩士 === 國立清華大學 === 教育與學習科技學系 === 106 === This study aims to explore the changes in the students' writing ability and writing attitude after applying the concept composition in the eighth grade composition teaching in the middle school. This study adopts the action research method. Designing three cycles of teaching programs. From teacher demonstration to group co-authorship and finally personal creation. The object of study is a total of 14 students in Grade 8 of Meihua Class in Dawu junior high school, Miaoli County. Teaching course from April to May for a total of 7 weeks. Data collected during the research process, such as teacher record records, observation record sheets, interview records, student works, and learning lists, are sorted out and classified one by one. In this way, after learning that the conceptual composition is applied to composition teaching, the writing ability and writing attitude of eighth grade students in the country are changed. The general induction research results are as follows: 1. Textbook-based teaching plans combined with conceptual composition can enhance the students’ ability to draw ideas and structure. 2. Using chain maps and spider web maps in order to improve the students' ability to draw ideas and organizational structure, but still need to join other writing strategies. 3. The composition teaching of concept composition can improve the writing ability of students. There is a slight improvement in the writing score of the whole class, and the progress of individual writing scores of 60% of students is also progressing. In the four dimensions, progress was more pronounced with "objective drawing" and "structural organization". The progress of "sent words and sentences," "formats, typos, and punctuation marks" was less obvious. 4. Students have a positive attitude towards the composition teaching of conceptual composition, and they believe that it contributes to the improvement of learning effectiveness. Based on this research result, the researcher puts forward suggestions for the reference of administrative units and educators who are engaged in composition teaching activities in the future.