國小一年級學童口語轉換書面語寫作教學之研究

• Main Author: 蘇雲惠
• Other Authors: 李麗霞
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/31265098491344345174

碩士 === 國立新竹教育大學 === 人資處語文教學碩士班 === 100 === This study is aimed to explore the elementary first graders’ writing process and Performance characteristics of the narrative based on verbal language. By action research this study was processed for one year, being focused on first graders’ switching from colloquial language to literary language. From the continuous observation, analysis, summarized the focus of children's writing developmental process and narrative performance were drawn the conclusions: Ⅰ.The elementary first graders’ developmental process of switching from colloquial language to literary language With the teaching based on switching from colloquial to literary language, the students’ writing capability has been well developed and the narrative is getting whole. Their writing development is not linear. But the order of the processes comes to be : (1).Pre-writing verbal narration (2). Non-integrated narration (3). Integrated narration. (4). Writing initiative. Ⅱ.The elementary first graders’ narration performance in switching from colloquial language to literary language 1.During the ten weeks when learning phonetic symbols, these children were able to apply the phonetic symbols to writing meaningful passages of naming, focusing narratives, and timing integration. 2.Starting the 11th week through the whole session, these children were able to use both phonetic symbols and Chinese characters to write down meaningful passages with almost complete narratives. At the later stage of this experiment, the kids’ writing often disclosed their personal opinions. The writings include some of the literary elements such as juxtaposition, alliteration, connection, timing integration, and time-and-space integration, etc. Meanwhile, they actively display their interest in writing personal living experiences and imaginations. Ⅲ.The elementary first graders’ teaching strategies in switching from colloquial language to literary language (1). Teaching of phonetic symbols can conducted with Writing early at the same time. (2). To conduct panel discussion and to use trivial time (3). Before writing the oral, the children are free to choose describing the object (4).The elementary first graders’medium of instruction diversity in switching from colloquial language to literary language. (5).For "Spoken Login", "support to demand words "(6).Teachers to intervene subject teaching should be treated with caution.(7).The whole class to appreciate works together. (8).To learn by peer in social context. (9).To provide sufficient resources.(10).To establish a" pipeline of Petition "give children more opportunities of writing. The result of this study is to help understanding first graders’ developmental process of narrative writing, and their narrative characteristics. With this understanding, teachers would be able to diagnosis their own first graders’ writing and provide significant support as well.