dc.description.abstract | The thesis is separated into two parts. The first part is about my spiritual path before I wrote my research, and the second part is to share my experience and reflection about my teaching of writing.
Narrative is a bridge across the past, now and the future. In my first part, I looked into the area, and then I reflected, shared my experience, and wrote down what happenen in my writing class. The committees’ members asked me to carry the past as well, therefore I wrote down the first to fourth chapters.
Here, it recorded the setbacks in the three years. In my first proposal,I wrote about the dance class in NCU. Actually, it is an interesting class, but because of my fear about the dance, I rejected this theme. And at the second time, even though I faced many voices in opposition, I still persisted to do the writing research, and hided myself in the quantitative research. Nevertheless in fact, I have loset my way again and again without any target when I preceded my research. So I tried to change the way, I wrote the third one. Finally, I wrote a thesis which belonged to me. This was a unique thesis, just likethe unique myself, that cannot be written down by anyone else. And because it was a true story, it could touch your heart; because it was moving, it could lead somebody reflect; because it was special, so there were full of past, now and future of mine.
You could see the struggle about when I choose the subject, I did not know if I chose the topic that my professior expected me to do, or I did not know if the motif was good enough, even I ask myself what I really wanted to do…. No matter the expectation was frone inside or outside, or might influenoe my choice,I wrote it down here. And the same with my second part, I wrote my confusione and weakness in honest. Maybe it was just a weird persistence, so I had so many problems. But it was just because of my insistence; I had a thesis with breath, emotion and growth.It was not perfect, but because I have gone through this, I hope my experience will be the exit of the anxiety of those researchers.
Chapter five is a sharing of the teaching process. It describes how a new teacher entered the classroom and applied different strategies in teaching Chinese writing despite a feeling of lost and self-doubt. The difficulties encountered in the process are analyzed, and my reflection on the teacher-student interactions is also included.
To carry out this study in a real school is not easy because I had to overcome a lot of difficulties including the teaching and exam schedules while putting in creativity to motivate students’ interest in writing. In this study, I used many different kinds of teaching strategies, including mind mapping, guided reading, scenario-based writing, poems, and practice that focuses on how to begin a composition. I used mind mapping to guide students to think step by step. I used guided reading to help students to start by guessing and use their imagination first before focusing on the details of an article. I used scenario-based writing to help students learn to write about delicious food. I also asked students to choose any words from a newspaper or magazine to make their own poems. Different strategies brought about different effects to the class. The effects are described in this thesis as a reference for teachers who may also want to try these strategies in their writing classes.
In the classroom, the teacher is also a learner. I try to reflect when I teach. I can see a lot of changes in myself in this process, which have all become part of my memories and given me strength to grow. Although I was once confused and struggled after many falls, I have finally completed a narrative of my teaching story as a new teacher. The narrative may have come to an end, but my future has just begun. I hope I will eventually find my way to teaching
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