A Case Study of Children''s Perfermance on Small Group Discussion and Expository Writing

• Main Author: 馬行誼
• Other Authors: 鄭蕤
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/64945988716524171118

碩士 === 國立台中師範學院 === 國民教育研究所 === 85 === 　　The purpose of this study was to analyze children''s performance on small group discussion and expository writing. In order to achieve this goal, non-participated observation,informal interview and content analysis of children''s writing performance were used for collecting data in naturalistic learning context. A fifth-grade discussion group in an elementary school in Taichung city area was selected for this study. 　　The main findings were drawn as follows: 　　1.Most of the members in the discussion did not function according to their roles assigned. The effect of teacher''s intervention and observation was limited. Conflicts and controversies among group members led to different results. 　　2.Three factors, including topic knowledge, text structure and the paragraph arrangement in the context will affect the result of children''s expository writing. 　　3.Teaching designs and topics of discussion had a great influence on pupil''s learning. So, children''s prior knowledge and experiences of expository writing should be considered while teaching strategies were adopted. 　　Suggestions based on findings above were as follows: 　　1.Suggestions for instructors were: (a) to adopt various teaching methods to encourage children''s writing; (b) to encourage new ideas and creative performances among children; (c) to instruct children to convert information collected for group discussion into their writings; (d) to put more emphases on the performance of children''s writing rather than the results; (e) try to understand children''s writing experiences and prior knowledge before teaching. 　　2.Suggestions for further research were: (a) to have more samples in the research; (b) to adopt different methods to solve the same research problem; (c)to change the teaching design, and compare the result to many other different studies; (d) to compare the differences between the performances of individual writing and collaborative writing; (e) to integrate the findings from different research methods.