Action Research on Applying Performing Art Integrated Writing Instruction to Promote Third Grade Indigenous Students’ Writing Performance

• Main Authors: YU, TIEN-YU, 尤天予
• Other Authors: WANG, CHIN-KUO
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/k6m229

博士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 107 === Abstract This is an action research intended for process and result of integrated writing instructions with performing art for third grade indigenous students. Researcher focuses on 6 third grade indigenous students of a primary school in Pingtung city for 2 class periods per week for 8 consecutive weeks, which gives 16 class periods in total. Primary course design focuses on music and body movement and is combined with six-element division method designed by researcher, cooperative learning, drama etc. for student writing performance cultivation. Data collocation includes participant observation, survey, interview and student work. After data collection, researcher uses inductive method to analyze. The main finds are as follows: 一、Performing art integrated writing instruction process include: trying-out, my challenge, feedback and reflection. Teacher executed a three-stage teaching based on writing types like “paraphrasing, writing expansion, six-element division method.” Encountered difficulties and correspondence were then inducted into three questions with suggested strategies. 二、Performing art integrated writing instruction helped with writing performance of primary third grade indigenous students. 三、Teacher’s application of performing art integrated writing instructional courses helped elevate professional growth of teacher’s course design and instruction practice According to the research, we can see that performing art integrated writing instruction improves writing interest and motivation of both general students and those with special educational needs and it helps build more confidence in writing. It even stimulates students’ imagination and creativity which allows writing improvement. Therefore, this instructional project is not only suitable to such teaching scenario and objected group but also can be reference to primary teachers in writing composition instruction. Keywords: performing art, writing performance, action research, Indigenous Education