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The Action Research of Integrated Reading-Writing Instruction in Informational texts on the 4th Grade Elementary School Students
Integrated Reading-Writing (IRWI)
|Abstract:|| 本研究採行動研究，以研究者任教的基隆市蜻蜓國小（化名）四年級學生為研究對象（男13位女11位），設計讀寫整合（Integrated Reading-Writing Instruction）之課程，進行每周兩節為期15周的課程。研究中，教師將特別注重流程示範以及小組討論應用，使學生充分了解閱讀及寫作過程與策略；挑選教材時，重視與學生過去的學習與生活經驗的連接，減輕學生在閱讀不熟悉文體（說明文）以及針對範文寫作時產生的排斥感。研究材料為教師自編教材，三個循環的主題分別為：在地美食、古蹟建築與祭典文化，每個循環有四至五篇範文，範文體裁皆為說明文。
The purpose of this study was to design an Integrated Reading-Writing Instruction (IRWI) in Informational texts on the 4th Grade Elementary School Students, and to investigate the effects of the instruction on students’ writing performance. The participants consisted of 24 4th grade elementary school students. The research had been implemented for 15 weeks. The reading materials were chosen and rewritten by the teacher. There were three circles in this study. Each circle had one topic which all related to the social textbook unit “my hometown”. The traditional food, the historic monument and the traditional festival were the three main topics. During the research period, the data was collected through several resources including teaching journals, teacher’s observation records, work sheets, students’ writing performance assessments. All collected data was sorted out and analyzed for understanding the effects of teaching and students’ learning conditions. The results are as follows: 1.Integrated reading-writing instructions includes four parts: teaching preparation, establishing schema, reading-writing integration, discussing and sharing. And two kind knowledges: textural schema and strategic knowledge. 2.Integrated reading and writing instruction can increase the total number of words written on 4th graders’ writing. 3.In the scales of writing performance, students do not show distinct improvement in the final score and the two domains of content and organization. 4.Students like integrated reading-writing instructions, also think the instructions can provide knowledges support which improve their writing performances. Reading sheets can help students to understand the writing topics and to complete the writing, but it’s easy to miss. Some suggestions are proposed as reference for teachers and further research. Hope the result of this study show how an Integrated Reading-Writing Instructions was designed, and provide some suggestions of the integrated reading-writing instructions for future study on the basis of the research.
|Appears in Collections:||學位論文|
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