| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 99 === This study uses action research to investigate the experience and viewpoint of the sixth graders and their teacher about using clustering in teaching and learning writing. The main purpose of this study hope to enhance students’ motivation in writing and improve my professional development in teaching. The participants involved in the study are 34 six graders who are taught by me and myself. Data is collected via document, observation, and interview. The following four questions are addressed to guide this study. First, what is my comprehension of using clustering in writing before teaching? Second, what is the relation between my understanding and the implementation of writing instructions? Third, how does my practical teaching affect students’ writing? Fourth, what is the significance of the teacher professional development after I use clustering in writing instructions?
The outcomes of this study are presented in three parts. The first part shows how I use clustering strategy to design writing courses based on my understanding of clustering and my perspective of writing instructions before teaching. In the second part, I emphasize the experience of clustering strategy for teaching and learning. The last part shows how my teaching reflections of using clustering in writing contributes to my professional development. The results shows that students highly accept the use of clustering and have positive attitude toward writing. I also improved my professional development by reflecting my teaching when conducting the study.
Based on the findings, some suggestions are drawn for teaching writing, normal teaching and the character of a teacher.
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