| Summary: | 碩士 === 國立東華大學 === 英美語文學系 === 104 === In the study, two stories from the Madeline series were chosen to design the courses. These stories, based on little girls’ boarding school lives, can trigger students’ thinking about their daily life experience. The courses were examined each Tuesday morning, lasting for three months. Both the content and times chosen were meant to provide students with a non-threatening learning environment.
Art provides an unlimited contact zone, especially for children. Young people’s thoughts about writing could change from being forced to a new understanding and wisdom about this tool. I therefore wonder what storylines their minds can lead them to when they start writing with drawing. Group learning activities also give students a sense of belonging. Moreover, according to Activity Theory, students get involved with one another, their works, and even the whole environment when working together. They therefore become more willing to talk or/and share opinions.
Through the process of listening to a story and then creating one by themselves, students’ creative minds make writing possible even though they initially disliked writing tasks. Through sharing and peer-reviewing, the students gradually realized what writing means and therefore learned to handle tools with the help of the researcher. Moreover, as ZPD—zone of proximal development—mentions, students’ points of view and imagination did develop.
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