| Summary: | 碩士 === 臺北市立教育大學 === 課程與教學研究所碩士班 === 98 === This research is to explore the implementation of improving 9th grade writing curriculum for competence test. The aims of this research includes 1) analyzing students' difficulties in writing; 2) designing curriculum content to improve students’ writing; 3) understanding the effectiveness of design and implementation of curriculum; and 4) making recommendations to improve future writing curriculum. During the process of research, the researcher relies on method of observation, interview, and documentation analysis. Through data collection and analysis, the findings of this research are as follows:
1. Writing Difficulties
Students had difficulty in general writing skill including insufficient observation, lack of memorization, inadequate association of ideas, and lack of imagination. They also had difficulty in special skill including trouble generating conception and drawing useful material; improper rhetoric, inappropriate layout, bad sentence structure. Other difficulty that student had is in the comprehensive skill including lack of creativity.
2. Writing Curriculum:
To promote student’s general writing skill, teachers can develop writing strategy by utilizing video teaching; selecting material for reciting; and exercising text. To promote special writing skill, teachers can adopt group discussion, interactive appreciation, video teaching, and exercising textual strategy. To promote comprehensive skill, the following strategy can be adopted prior to writing: video teaching, teaching model assay, and group discussion; giving instruction without interfering with student’s writing; and having group discussion and interactive appreciation after writing.
3. Curriculum Implementation:
After implementing the curriculum above, students elevated their general skill and thus enhanced their scores in phase and sentence aspect through reciting, teaching model assay, and exercising text. Student elevated their special skill and thus improved score in phase and sentence through video teaching, and exercising text. Students also enhanced scores in structure and organization aspect through group discussion. Student elevated their comprehensive skill and thus enhanced overall scores through video teaching, teaching model assay, and group discussion prior to writing; eliminating interference with students’ writing; and having group discussion and interactive appreciation after writing.
4. Curriculum Improvement
To elevate student’s general writing skill in the future, teachers shall reinforce video teaching to enhanced scores in conception and reference. To elevate special writing skills and thus improve score in conception and reference, teachers shall increase group discussions and utilize video teaching to improve scores in words, phase format, and marks.
Based on the above findings, the researcher recommends the following direction for future efforts:
1. Writing skills improvement
1) In the future, teachers can collaborate with each other and form a professional team to teach writing.
2) When planning curriculum, teachers can promote the general and special writing skill for the 7th and 8th grade, and enhance the comprehensive skill for the 9th grade.
2. Curriculum design for writing
1) Developing a systematic teaching material that can help student promote writing skills.
2) Giving students appropriate encouragement and support to increases their interest in writing.
3. Writing competency test outcome
1) There is a great difference in the degree of student writing. Teachers can utilize lunch break and summer or winter vacation to tutor those who have special needs individually.
2) It’s important to increase student writing skill in various ways. This can be achieved by creative assignment design.
4. Grading competency test
1) For the future, regular writing class can adopt the 100 point grading system. Quiz and stimulation test can adopt 100 point grading system and six-level grading system.
2) Hope this research can be published in the future to address the appropriate scale of competency test, and to determine whether the writing test score should be the threshold entry requirement for high school rather than a topic for admission.
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