Study of the Effects of Planned Writing Teaching on Elementary Third and Fourth-Graders' Narrative Learning

• Main Authors: Yu-Chen Tsai, 蔡玉貞
• Other Authors: Shu-Hua Yang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37364640543176536537

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === Abstract Today the writing ability of elementary schools students has exhibited a widespread decline. Over the last few years, language education, and especially the determination of writing steps corresponding to writing ability indicators in course outlines, has emphasized students' writing plan autonomy. Nevertheless, the researcher's observations of in-class teaching suggest that elementary school students and teachers generally fail to realize the importance of this planning ability. This study consequently used a planned writing teaching approach to perform experimental instruction involving students' narrative writing on students' most familiar and suitable narrative subjects. It is hoped that this method would enhance middle-grade elementary school students' autonomous planning ability in narrative writing. This study adopted an experimental research method, and employed two fourth-grade classes at a certain elementary school in Taichung as the research subjects. One class consisted of the experimental group, and the other consisted of the control group. The experimental group received 16 weeks of experimental teaching concerning planned writing in narrative writing. After students in both groups independently completed a piece of writing in examinations held before the beginning and after the end of the experiment, a narrative writing assessment scale was used as the primary assessment tool; this assessment scale was employed to perform one-way ANOVA testing, which allowed investigation of writing performance. In order to gain a deeper understanding of the students' writing, document analysis was performed of the students' papers and the students filled out a writing attitude questionnaire; expert consulting, parent feedback, and the teachers' instructional reflections confirmed the validity of the experimental results. This study obtained the following results: 1. Planned writing instruction can boost middle-grade elementary school students' overall narrative writing ability. (1) The experimental group exhibited significantly better overall writing performance than the control group. (2) The experimental group exhibited significantly better writing performance in the specific areas of topic/content, language structure, rhetorical expression, and diction than the control group. 2. Planned writing instruction can enhance middle-grade elementary school students' writing attitude. 3. Planned writing instruction can enhance students' familiarity with the writing process and use of writing technique. 4. Planned writing instruction can promote students' writing self-confidence. 5. Planned writing instruction teaching strategies facilitate effective teaching on the part of teachers. Finally, the researcher discusses the research results, and proposes specific recommendations to guide teachers' instruction, school planning of writing instruction, and future research projects on this subject. Key Words: narrative writing, planned writing instruction, learning performance.