Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders
碩士 === 國立臺東大學 === 進修部語文教育碩學位在職專(暑) === 98 === Based on the problems for writing instruction observed in teaching sites, the researcher aimed at exploring learning situations and difficulties when fifth and sixth graders were dealing with argumentative writing. The study also developed feasible teac...
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ndltd-TW-098NTTU54610122019-09-03T03:43:15Z http://ndltd.ncl.edu.tw/handle/9ns84k Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders 國小高年級議論文寫作教學模式之探究----以一個班級的行動研究為基礎 Tsai, Tsao-Tsao 蔡藻藻 碩士 國立臺東大學 進修部語文教育碩學位在職專(暑) 98 Based on the problems for writing instruction observed in teaching sites, the researcher aimed at exploring learning situations and difficulties when fifth and sixth graders were dealing with argumentative writing. The study also developed feasible teaching strategies and practical projects step by step, along with the action research. It was also expected that the researcher would grow professionally through this action research. Participants in the study were thirty-two fifth and sixth graders from one of the elementary school students in Nantou County, Taiwan. The study adopted cognitive psychology writing process model, along with establishing the knowledge of argumentative writing form, solidifying thematic knowledge, and developing writing cognitive strategies as well as going through three cycles of teaching processes to help students break through the difficulties of writing argumentative articles and enhance expressive capability. Data were collected and analyzed through various qualitative approaches, which included the teacher Yang, Shu-Hua 楊淑華 2009 學位論文 ; thesis 191 zh-TW |
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碩士 === 國立臺東大學 === 進修部語文教育碩學位在職專(暑) === 98 === Based on the problems for writing instruction observed in teaching sites, the researcher aimed at exploring learning situations and difficulties when fifth and sixth graders were dealing with argumentative writing. The study also developed feasible teaching strategies and practical projects step by step, along with the action research. It was also expected that the researcher would grow professionally through this action research.
Participants in the study were thirty-two fifth and sixth graders from one of the elementary school students in Nantou County, Taiwan. The study adopted cognitive psychology writing process model, along with establishing the knowledge of argumentative writing form, solidifying thematic knowledge, and developing writing cognitive strategies as well as going through three cycles of teaching processes to help students break through the difficulties of writing argumentative articles and enhance expressive capability. Data were collected and analyzed through various qualitative approaches, which included the teacher
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author2 |
Yang, Shu-Hua |
author_facet |
Yang, Shu-Hua Tsai, Tsao-Tsao 蔡藻藻 |
author |
Tsai, Tsao-Tsao 蔡藻藻 |
spellingShingle |
Tsai, Tsao-Tsao 蔡藻藻 Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
author_sort |
Tsai, Tsao-Tsao |
title |
Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
title_short |
Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
title_full |
Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
title_fullStr |
Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
title_full_unstemmed |
Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders |
title_sort |
argumentative writing instruction model research for elementary school fifth and sixth graders |
publishDate |
2009 |
url |
http://ndltd.ncl.edu.tw/handle/9ns84k |
work_keys_str_mv |
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