Action Research on Using the Text-based Reading and Writing Teaching in Combination to Promote the Narrative Writing Ability of the Third Grade of Primary School

• Main Authors: Wu, Chin-Yi, 吳靜怡
• Other Authors: Lin, Yin-Hsia
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/my8w2h

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 107 === The purpose of this study is to use a Chinese textbook to design a writing course which is combined with reading and writing for third grade. The study is implemented in an action research mode, observing students' writing ability and feelings about writing. The research object was third-grade elementary students in Yilan County, where the researcher works at. The researcher designed the writing course Based on two narrative types in the textbook, description of object and description of scenery. The course uses progress rewriting in description of object and imitated writing in description of scenery. The researcher collected and analyzed data through written worksheets, writen feedback forms, teacher’s reflection sheets and video recording. The researcher hopes that through the implementation of the text-based literacy and writing teaching curriculum, students could gradually establish the foundation of writing knowledge, improve their writing competence/skills, and reduce students' rejection of writing. The results of this study are as follows: 1. the results of implementing a text-based reading and writing teaching progress Students could develop writing skills while appreciating the content of the text, collect beautiful phrases and rhetoric in the text while reading the text, establish a database of writing and use the experience of five senses and drama elements to expand the learning experience. When the students finally finish writing, the article will be made into a mini book to enhance the preservation of the article. 2. the results on writing performance before and after teaching Before, the students are afraid of writing and take a resistant attitude, which leads to insufficient of words and lack of concept about the organization as well as structure of the article. After teaching, the students' ability to draw on previously read materials has improved, the number of writing words and the chances of using beautiful phrases and rhetoric has also increased, which enhances the readability of the student works. 3. the students' feelings about the learning process After the implementation of the textual reading and writing process, the students not only felt more relaxed about writing and felt reduced fear, and felt an increase in self-confidence using the technique of narrative types while writing. They also like the mini-book exhibition held by the researcher to present learning outcomes to their parents.