Using Rory's Story Cubes to Probe the Impact of the Student Image Learning on Writing

• Main Authors: Chih-Ting Chang, 張芝庭
• Other Authors: Wei-Hsin Huang
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/347h37

碩士 === 大同大學 === 媒體設計學系(所) === 106 === Recent years, the primary education and secondary education have shifted their focus to development of students’ diverse wisdom under the reform of the educational system. As the number of courses in diverse fields increases, the number of Chinese courses inevitably decreases, thus undoubtedly influencing children’s writing ability. The middle grades in the primary education period is an important stage for children to learn writing. It is widely believed that writing can lay the foundation for cognitive thinking and logic analysis. Before writing training, children’s interest in writing should be strengthened. Therefore, this research discusses children’s interest in writing before and after the experiment of board games. Board games have been increasingly popular in Taiwan. Many educational scholars have explored application of board games to multiple fields. However, few of them examine image-based learning. Image can directly stimulate children’s language expression and strengthen their comprehension. Therefore, the board game containing images called Rory’s Story Cubes is taken as a case study. Image-based writing is the research method of this study. The research objects are grade-4 students of primary school. These students’ interest in writing before and after the experiment is analyzed. This study collected 42 valid questionnaires. The whole research lasts for five weeks, consisting of the pre-experiment questionnaire survey, image-based association, personal writing, group writing, post-experiment writing, and post-experiment question survey. Through all these research steps, the influence of image-based learning on writing is discussed. Children’s opinions on writing before and after the experiment are learned through the writing interest questionnaire survey. The paired sample t test of SPSS is adopted to analyze results obtained by the questionnaire survey. Then, influence of image-based learning on children is illustrated through tables and charts. Finally, this research comes to the following conclusions: (1) Most children think that image-based association is interesting, which can give full play to their imagination. (2) Image-based learning is an effective approach to enhance children’s interest in writing. (3) After the experiment of image-based learning, children think they can write better and express their own ideas in writing. They also realize the importance of writing and feel more confident in writing. (4) After the experiment of image-based learning, children are fonder of sharing their works and their reading skills are improved. (5) Most children agree that group writing can stimulate their imagination more, compared with individual writing. In their opinion, group writing allows them to discuss with each other, which can offer their mind more inspirations. Meanwhile, the total scores of group writing are higher than scores of individual writing. In the future, scholars can analyze influence of image-based learning on children of different grades. Meanwhile, the word limit of the writing task should be varied along with different grades. Moreover, the writing status of children in a school should be taken into consideration and adopted as a reference for setting of the word limit.