| Summary: | 碩士 === 國立臺北教育大學 === 語文與創作學系語文教學碩士班 === 96 === Research on the teaching of composition through pictures for the elementary school fifth graders
Abstract
This main purpose of the research is to study the effects on the teaching of composition through pictures for the elementary school high graders by integrating the Gardner’s multiple intelligences theory.
There are four purposes for this research：
1、Integrate the multiple intelligences’ characters into the composition teaching, design a dynamic, creative curriculum and vivid, alacritous teaching methods to promote teachers’ professional abilities.
2、Through teachers’ guidance, peers’ inspiration, promote students’ linguistic knowledge and creative thinking ability.
3、Apply multiple intelligences theory to the pictures composition teaching activities for the fifth graders, help students learn the linguistic intelligence and vision intelligence integration and promote the attitude and abilities of composition through pictures.
4、Through the production and showing the process of students’ composition, discuss the designation of fifth graders composition through pictures. Inspecting the different teaching effects from the logos, strategies, and materials and understanding the implementation strategies and difficulties can be the references on improving the teaching of composition through pictures.
On the research methods：
this research adapts the case study, the researcher designs a series of teaching activities according Gardner’s multiple intelligences theory, targets on a 29-student class, implements a semester -18 weeks, 7 units of teaching of composition through pictures. Collecting relative documents as the theory base and implement brain-storming, cooperative learning, portfolio-learning, and peer sharing activities in the class. After participant observation, survey, interviews, documents collection, conduct the quality Analysis to evaluate and review the teaching effects.
Following are the research results：
1. The effects of pictures on writing
(1) For the middle and advanced level students, the single-piece picture writings are accepted highly and easy to show their creation.
(2) For the middle and advanced level students, the multiple-piece pictures writings are highly accepted and showing high meaningful content in the writings.
(3) For the difficulties, the fifth graders think it’s more difficult to do the multiple pieces of pictures writing.
2. Teachers play leading roles in this research, lead to design the teaching materials, and implement the teaching, so the teacher professional abilities will deeply affect the results.
3. Through the analysis on compositions from each group, we can see that students all have great performance in their observation, thinking, and expressing abilities through the composition.
4. Students learn actively and get the positive influence on their learning attitude after implementing the multiple intelligences oriented writing program though pictures.
There are around three suggestions to this research.
1、From teaching materials,
（1） different materials increase students composition interest.
（2）Teachers and students set the composition material and the topics together.
2、From teaching strategies,
（1）Combine other learning areas and integrate resources and hours.
（2）Make a good use of the guidance language in the teaching; inspire students’ creation
on the composition.
（3）Make a good use of situational teaching methodology, reinforce the multiple intelligences.
（4）Adapt individual abilities; carry out the multiple intelligence teaching.
（5）Encourage reading to enrich the learning content.
3、From new research aspects in the future,
（1）Structure the grade-ability index of composition teaching in the 9-year integration curriculum.
（2）Compose the composition teaching materials, there are efficiency and the depth during the learning process.
（3）Provide the abstract topics to promote the abilities of composition through pictures.
Key words: composition teaching, composition through pictures, multiple intelligences
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