| Summary: | 碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 98 === Abstract
"Process-oriented teaching of writing" has become a new trend in writing since 1970. The spirits not only promote students’ writing effectiveness, but also offer students how to learn writing. And that can really promote students’ writing abilities.
However, we find some problems in our teaching experience. The problem is: Students do not know how to write, students have low motivation to write and teachers have difficulty in teaching composition. That’s why we want to study this issue.
Based on above, this study attempted to apply exploratory courses to open students’ senses. We solve all the myths and problems with students in our writing class. We gradually build up the consensus of writing knowledge and ability. Through this process, we help them build up their own ideas and peer collaboration. Therefore, the main ideas of this study are:
1. To explore how the "exploratory course" helps students promote writing motivation and enhance students writing content.
2. Record and revise its strategy and adjustment experience of "process-oriented teaching of writing mode"
3. Based on inter-subjectivity teachers’ and students’ spirits, we formed our own writing teaching method.
This study used action research in fifth-grade classes for one year. The research results are as follows:
1. To record how integrate the use of exploratory courses to enhance students motivation and content of the writing process in our teaching. The resulted can be resulted.
2. We can prove after our teaching. After adjusting and integrating the "process-oriented teaching of writing mode", the process helps children self-assessment and peer assessment.
3. Through exploration of writing activities, the process of co-development of
writing form knowledge of writing ability. These process promote teacher's "teaching" and students "learning".
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