A Study on Teaching of Child-Poetry Writing at Elementary School—Taking a sixth-grade PE class as an example

• Main Authors: Li-Fang Wen, 文麗芳
• Other Authors: Chun-Rong Chang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/70990052066809091507

碩士 === 國立臺北教育大學 === 語文教育學系碩士班 === 94 === This study aims to explore strategies and processes of teaching creative child-poetry writing. Through the writer’s child-poetry teaching activities, combined with theory and practice, we hope child-poetry teaching may be attractive and alive so students are inspired. As a result, children are likely to appreciate poetry better and learn how to write it well. The research method is qualitative one. From child-poetry simulation, consecutive writing, creative poem theme, we would explore the development and limitation of child-poetry of the sixth graders at PE class by the help of teaching project & design, strategy of teaching for creative thinking and guidance, practical teaching, students’ works, paper analysis, etc. After then units of activities and practice, we have made the following conclusions. 1.The design of curriculum integration should be connected with child living experiences. 2.Simulated writing and consecutive writing are used to guide children into effective poetry writing. 3.The level of simulated writing and consecutive writing may affect student’s performance. 4.The common themes are that students at PE class applying their sports and ball game experiences to the poetry writing. 5.By the help of creative thinking, like brainstorming, students could enhance their writing ability. 6.The team cooperative learning and works exhibition could increase students’ writing motive and learning attitude. 7.The Team teaching could increase the teachers’ growth, profession and research capability. According to findings of the study, we conclude the following suggestions: 1.The design of child-poetry curriculum should be more complete and well considered. 2.The design of child-poetry theme should be classified as basic level to advanced level. 3.Situation and atmosphere may be created for preferable writing. 4.Creative teaching strategy is actively applied to guide students in learning. 5.Extracurricular reading should be enhanced to connect with living experiences. 6.Off-school time should be well used to make pre-studies and post-studies. 7.Teachers should take possible opportunities to learn child-poetry theories and literature skills. 8.The future studies should be focused on research methods, scope, time and assessment indexes. Key words: child poetry, child-poetry teaching, teaching of child-poetry writing, PE (physical education) class at elementary school