The Construction of an Environment for Nourishing Pupils’Writing Capability by Means of Mind Map and Formative Assessment

• Main Authors: Yen-Chen Ou, 歐諺蓁
• Other Authors: Shueh-Cheng Hu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/62v3pa

碩士 === 靜宜大學 === 資訊碩士在職專班 === 97 === Writing plays a very important role in Chinese language teaching in elementary schools. Students’ composing capability could be improved by utilizing mind map during writing process. The researcher established a web-based writing environment, which not only enable mind mapping, but also provide learners formative assessment and peer’s work as reference. Two experiments, which targeted elementary school students, were conducted to investigate the impact of the writing environment on learners’ learning attitude and performance. The two experiments used qualitative and quantitative approaches, respectively. The subjects were recruited from two fifth-grade classes, a total of 63 students at the school where the researcher works with. The experiments lasted two months during which the subjects were instructed how to write themes in the mind map writing environment. After the two-month experimental usage, the researcher gathered subjects’ opinions via questionnaires and measured their performance via evaluating their drawn mind maps and written articles. In the first experiment, the subjects were separated into two groups based on their mean scores on the subject of Chinese. The researcher tried to understand whether learners’ existing language capabilities have influence on their attitude toward the mind map writing environment. In the second experiment, an analysis was performed to find out the correlations among the subjects’ mean scores on the subject of Chinese, mind mapping scores, and writing scores obtained in the mind map writing environment. Finally, the teachers participated in this experiment were interviewed, information was gathered to understand the students’ learning behavior and willingness to use the system in order to guide the future development of the mind map writing environment. The findings of this research work are concluded as follow: 1. There is no significant difference between their attitude toward the mind map writing environment of the two groups of students with different mean scores on Chinese. This indicates the students are able to perform well in the mind map writing environment regardless of their existing language proficiency, which further shows the common applicability of the environment. 2. Positive correlations have been found among students’ mean language scores, mind mapping scores, and writing scores. This indicates students with better language proficiency draw better mind mapping; and those who with better mind mapping skill are able to write better. This confirmed once again that mind mapping is beneficial to students’ writing capability. At last, there is a medium positive correlation between students’ existing mean language scores and writing scores. This indicates that students with better language ability also perform better in the writing activities in the environment, and vice versa. This confirmed the criterion validity of the environment; it means that students’ written themes based on the previously drawn mind map can faithfully reflect their writing capabilities. 3. Both fifth-grade teachers and students hold a positive view toward the writing environment. Students like writing in the environment and think mind mapping interest them in learning how to write. Furthermore, they can reduce typos and improve efficiency by using the typing function in the environment. In consequence, their overall writing abilities could be improved, and they are willing to keep using it in the future.