The Application of Sequence Teaching on Fifth and Sixth Graders in Elementary Schools Learning Composition

• Main Author: 蘇永傑
• Other Authors: 江惜美
• Format: Others
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/25489772940185856574

碩士 === 臺北市立師範學院 === 課程與教學研究所 === 92 === Abstract The purpose of this study was to investigate the effect of “ The Application of Sequence Teaching on High Graders in Elementary Schools Learning Composition ”. This search has three main purposes：(1) to continue the research of “ The Application of Sequence Teaching on Middle Graders in Elementary Schools Learning Composition ”, to develop a set of composition material in chronological order for fifth and sixth graders to use (2) comparing the different writing ways to the primary school students’ writing effect between “ Chronological order writing instruction method ” and “ general writing instruction ”(3) to make a writing Assessment Scale for teachers to use. The subject are 72 fifth grades in two classes from anhoes elementary school in Tuchen city. The two classes were randomly assigned to Chronological order writing instruction method group and general writing instruction group. The experiment was conducted over a time span of 14weeks.There are “ Writing Assessment Scale ” tests for all students in the beginning and the end. Besides, the “ Writing Assessment Scale ” will be analyzed by one-way ANOVA. Then, After teaching, comparing the different writing ways to the primary school students’ feedback comes from the students in experimental group and control group. Results of this study were as follows： 1.The compare of difference at pre and ex tests between two groups (1) On the ” Writing Assessment Scale ”, the general writing instruction group has no significant difference at pre and ex tests, Basic skill, Thought on the content, Structure of composition, organization of composition, creativity and total scores. (2) On the” Writing Assessment Scale ”, the Chronological order writing instruction method group has significant difference at pre and ex tests, Basic skill, Thought on the content, Structure of composition, organization of composition, creativity and total scores. (3) Extent of advancement in Chronological order writing instruction method group significantly outperformed the general writing instruction group in Basic skill, Thought on the content, Structure of composition, organization of composition, creativity and total scores. 2.The compare of Extent of advancement at pre and ex tests between two groups (1) On the Extent of advancement at pre and ex tests, there is no significant difference between two groups at Basic skill and organization of composition. (2) On the Extent of advancement at pre and ex tests, there is significant difference between two groups at Thought on the content, Structure of composition, creativity and total scores. At last, the research discussed and presented suggestion based on the research results in order to be as a reference for the application of these instructions and future studies. Keywords：writing, Teaching in chronological order, Composition in chronological order, writing performance.