An Action Research of Using Visualizing Vocabulary Instruction to Promote Fourth Graders’ Literacy Achievement of Mandarin-Chinese Learning

• Main Authors: HUANG, HSIU-SHAN, 黃綉珊
• Other Authors: TSENG, JUNG-HUA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/z57274

碩士 === 國立臺中教育大學 === 教師專業碩士學位學程 === 105 === The goal of this action research was to investigate the effect of visualizing vocabulary instruction in fourth graders’ literacy learning. The study was conducted in Changhua County, with 29 students participating in the study for a total of 13 weeks. The researcher designed the teaching activities in advance, and then reviewed and amended by professor. Two quantitative date are performed in the study, the first one was Chinese Character Recognition Test, as a pretest and posttest to assess all the students’ literacy level. A self-design posttest was used to ensure the reliability of the study as well. Qualitative data in the study are self-design tests, working sheets, classroom observation records, teaching journals, students and teacher’s interviews. Researchers collected all the data to analysis students’ literacy learning effect. The results of the study are as follows: 1. Using visualizing vocabulary instruction in fourth graders’ literacy learning encountered seven problems and the coping strategies. 2. Using visualizing vocabulary instruction promotes fourth graders’ Mandarin-Chinese literacy learning. 3. Implementing visualizing vocabulary instruction can facilitate teachers’ self-reflection and professional development.