A Study of Observational Drawing Improving the Skill of Portraying Objects in Narrative Writing of Middle-Grade Elementary Students

• Main Authors: Pei-Ling Hsu, 徐珮玲
• Other Authors: Sheng-Yi Huang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/09536058797712774788

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === The purpose of this study is to investigate how observational drawing can improve the skill of portraying objects in narrative writing of middle-grade elementary students. This study primarily employs action research and second with single-factor quasi-experimental research. We do experimental teaching activities three times on fourth grade students of one selected Taichung city elementary school students, with different subjects which are still lifes, plants, and animals, and practice pre-experiment writing evaluation and after-experiment writing evaluation for pairing T-tests, to understand the change of “width” of their writing skills. We select two students each from high level, median level, and low level as our primary research subjects, to analyze their writing context, and to understand the changes of “depth” of their writing skills. At the same time thru classroom observations, writing surveys, and interview records, we attempt to realize the problems and difficulties students may encounter in their writing, and we too respond with solutions. The findings of this study are as following: 1. Observational drawing can largely increase words written in subjects’ writings, and improve their detail describing skills, and extend their expression of emotions. For the low-achieving subjects, the improvement is dramatically obvious and their writing score receive the highest gains. 2. Observational drawing can trigger better subjects’ interests in writings, develop better confidence in their own writing, and allow students to enjoy sharing their writings with peers. The better interactions in classroom, between teacher-student relations and peer relations, are achieved and the positive effects are observed in their writing attitude. 3. Observational drawing can strengthen the understandings and expressions in regards to the writing topic, can help them find more materials and thoughts for their writings, can help them improve their accuracy in detail describing, can refine their relations and emotions between described objects and themselves. Overall, this approach gainfully improves and assists students’ writings. 4. Observational drawing can be effectively understood and practiced because this method can be translated into a series of easy teaching steps. The steps are: to create observational situation, to practice observational teaching, to exercise observational drawing, to share observational result, and to produce writings in words. This study, based upon the stated findings above, provides some advices for future teachings and researches. These advices will assist observational drawings to be more accessible in teaching situations, and hopefully these advices can be foundations of more advanced researches in the future.