| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 106 === The purpose of this study was to investigate the effectiveness of guided writing teaching on improving writing ability of 25 third graders in primary school through action research. By using the four types of extended narrative writing, imitative writing, picture writing and applied writing as the content of teaching for twelve-weeks twenty- four-classes’ periods. Also, it explored the reflection and growth of researchers. During the study process, the researcher did canalization and comparison by multiple data collected, such as writing performance rating scale, student’s work, teaching diary, co-teachers’ records, students’ interviews, and writing attitude questionnaires. According to the results, the study findings were as follows：
1.Guided writing teaching could instruct students to learn writing skills and improved their writing skills gradually.
2.Guided writing teaching could stimulate students' writing interests, reduce writing difficulties, and establish positive writing attitude by using diversified writing theses combined with life experience.
3.Guided writing could help students to build their writing framework from words to paragraphs and chapters.
4.The researcher made good use of guiding teaching techniques to solve writing problems in the teaching field through continuous reflection and feedback in this action research.
5.It was expected that a practicable guided writing teaching program would be established for third graders by using the "teaching" and "learning" parts of guided writing and opening a good interactive learning.
Turning "writing" into a daily happy experience would help students to regain their confidence in writing, and realize the joy of writing. Then, students would not be afraid of writing anymore.
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