| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === ABSTRACT
The purpose of this research is probing into the instructing effects and procrastinating effects of Family function merged into teaching sentence creation instruction, and further to find the different effects on genders, as well as analyzing four experimental students as individual cases to find difference on the pre-post abilities of making sentence. The subjects are students from two classes in Jia-Chang Elementary School, Kaohsiung City. Students in one class are assigned as the experimental group taught by researcher with Family function merged into sentence creation curriculum and the students in another class are assigned as the control group taught by their leading teacher with general sentence creation instruction. The research utilize “ Elementary Students Attitude toward Family Function inventory” and “Creating Sentence by Patterns Test” to collect data and use two-way analysis of covariance to analyze the teaching effect and procrastinating effect on attitude that rise to students after instruction and use one-way analysis of covariance to analyze the effects on different genders of the students in experimental group, besides, investigate the content of “ creating sentence by patterns test” of four individual students. In the end, researcher designs a “ After-Class Feed-Back Questionnaire” to realize the self-assessment, comments on activities and contents of curriculum, reflection and suggestion of students in the experimental group as a supplement to the result of this research. The findings of his research are as follow:
I.Comparison of attitude toward family function between two groups.
1.Teaching effect: After Family Function Merged into Creation Sentence Instruction, the experimental group has more conspicuously positive attitudes toward family functions, excluding “emotional function”.
2.Procrastinating effect: after Family Function Merged into Creation
Sentence Instruction, the experimental group has procrastination in
attitude toward family functions, excluding “ birth function” and
“protective function”.
II.Comparison of promoting effect of attitude toward family functions between different genders.
1.Instructing effect: After Family Function Merged into Sentence Creation Instruction, there is no different promotion-effect between two genders of the experimental group，with exception of “entertainment function”.
2.Procrastinating effect: After Family Function Merged into Creation Sentence Instruction, there is no different procrastination between two genders of the experimental group， with exception of “ economic function”.
III.Result of progress in ability of sentence creation after instructed with Family Function Merged into Creation Sentence Curriculum.
1.There is progress on using sentence patterns.
2.There is no significant difference on sentence content.
3.The students in experimental group can use more precise rhetoric,
but not perfect.
4.There is no progress on marking punctuation.
5.Material used by the students is not limited within the curriculum
content.
In the accordance with conclusion and limitation of this research, the research is to provide some suggestions for the improvement of instruction and future research, and will be part of reference resources at the same field.
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