An action research on using picture books reading with Situated Teaching in sentence construction learning for the first graders

• Main Authors: Hong, Jin-Man, 洪津嫚
• Other Authors: Lin, Yong-Feng
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/92299142683338421879

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 102 === This study is focused on picture books reading with Situated Teaching in sentence construction learning for the first graders. The sentence construction learning curriculum was developed by incorporating picture books with different topics and Situated Teaching principles. After implementing the courses, the effectiveness of the curriculum has been evaluated. In order to discuss the effectiveness of the first graders’ sentence construction learning and the development of literacy abilities, the sentence construction learning curriculum was conducted through picture books reading with Situated Teaching. The discussion contain quantitative and qualitative data including the observation field notes, the achievement of working sheets, and The Chinese Language Abilities Test. For the purpose of curriculum development, the results also contain the discussion of problems arose during the experiment, and the efficiency and the reflections of the planning, the design, the implementation and the assessment. The outcome of this study will provide useful references for future implementation of picture books reading with Situated Teaching in sentence construction learning curriculum . The conclusions of this study are categorized into three directions: I. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ sentence construction writing performance: researcher used writing analysis forms to probe the performance of students’ sentence construction quotient in every units, and found picture books reading with Situated Teaching in sentence construction learning could enhance the quality of writing performance; the multivariate and lively learning situation could also increase the transferability. II. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ writing and reading interests: researcher applied questionnaires, observation field notes and interview transcripts before and after the action research, and found picture books reading with Situated Teaching in sentence construction learning could arouse students’ reading interests. Students would learn by themselves after school. Picture books reading with Situated Teaching in sentence construction learning could also enhance students’ writing interests, by the combination of cognition and emotions of students’ life experiences in activities, students would be willing to take the initiative to write their life records and emotions in another fields. Students will not fear reading and writing anymore. III. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on parts of students’ Chinese abilities: applying The Chinese Language Abilities Test before and after the action research, researcher found picture books reading with Situated Teaching in sentence construction learning could enhance the Chinese abilities of vocabulary and sentence construction, in addition to the literacy subtask. Therefore, picture books reading with Situated Teaching in sentence construction learning could deeply acculturate language accomplishments was still questioned. In accordance with the conclusions of the study, suggestions and recommendations are presented respectively for how to apply picture books reading with Situated Teaching in sentence construction learning curriculum, how to teach literacy, and how to conduct future researches. Keywords: picture books reading, Situated Teaching, sentence construction learning