华文小学四年级学生马来文写作障碍补救教学的行动研究

发布时间：2018-04-12 00:22

本文选题：小学四年级 + 马来文　；参考：《华中师范大学》2017年硕士论文

【摘要】：行动研究源于实践中的问题。笔者在马来西亚华文小学执教马来文十四年,在教育教学过程中,发现华文小学马来文初学者在马来文写作上存在不同程度的问题,有的甚至发展为写作障碍。基于此种背景,本文以锡米山华小中5名四年级学生为研究对象,利用行动研究法对他们马来文写作障碍进行补救教学的干预研究,重点分析了补救教学前后学生写作障碍的改善以及写作能力的变化,据此提出建议以发展适用于华小马来文初学者(特别是那些有马来文写作障碍的学生)的写作补救教学方案。本研究主要采用行动研究法,结合观察、访谈等方法,以5名华小四年级学生为研究对象,进行写作补救教学。在此行动研究中,对5名四年级学生进行补救教学,具体的做法如下:一是通过使用多元教学法、多方面写作学习单的设计重拾5名四年级学生在马来文写作上的信心,克服写作障碍,提高学习效率;二是通过使用马来文教师作文教导手册在学校开展作文分段式教学,不断训练学生的写作技巧,提高写作的水平;三是通过使用作文分段式教学训练学生马来文的写作能力,优化写作策略。研究主要发现如下:(1)补救教学方案能给予马来文初学者在写作学习上的协助。(2)此补救教学方案具有良好的实施成效。多元教学技巧与方法运用、提供充分的练习机会、真实生活经验的融入等策略,皆有助于学生写作能力的提高。(3)学生在写作的表现上有明显的进步。(4)根据研究结果提出了使用作文分段式教学的具体方案、训练策略和写作学习单设计。
[Abstract]:Action research originates from practical problems.The author taught Malay for 14 years in Chinese Primary School in Malaysia. In the course of teaching, it was found that there are some problems in Malay writing for the beginners of Malay in Chinese Primary School, some of which have even developed into writing obstacles.Based on this background, this paper takes five senior middle school students in Simishanhua Primary School as the research object, and uses the action research method to carry on the intervention research to their Malay writing barrier remedial teaching.This paper focuses on the improvement of students' writing barriers and the changes of their writing ability before and after remedial teaching.Based on this, some suggestions are put forward to develop a teaching scheme of writing remedy for Chinese small Malay beginners, especially those with Malay writing disabilities.This study mainly adopts the method of action research, combined with observation, interview and so on, and takes 5 students of grade four of Chinese primary school as the research object, carries on the writing remedial teaching.In this action study, five fourth-graders were given remedial teaching as follows: first, through the use of multiple teaching methods, the design of multi-facet writing study forms regained the confidence of five fourth-graders in Malay writing.The second is to use the Malay teacher's composition teaching manual to carry out the composition segmental teaching in the school, to train the students' writing skills and to improve the writing level.The third is to train students' writing ability of Malay by using segmental teaching to optimize their writing strategies.The main findings of the study are as follows: 1) the remedial teaching scheme can give Malay beginners assistance in writing learning.The use of multiple teaching techniques and methods, the provision of adequate opportunities for practice, the integration of real life experience and other strategies,Both contribute to the improvement of students' writing ability. 3) students have made significant progress in their writing performance. (4) based on the results of the study, the author puts forward the specific scheme, training strategies and the design of writing learning sheets for the use of composition segmenting teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.39

【相似文献】