| dc.description.abstract | Language is the medium of social communication and interaction, as well as the carrier of culture.Language education aims to cultivate students’ ability of language communication and rational thinking. Since ancient times, in language education, one of the most troublesome tasks for children and teachers is “writing”, because it consists of speaking, reading, and writing. With the gradual advancement of detailed teaching and the self-expression ability accumulated over time and days, this study will focus on the argumentative writing ability and self-efficacy of senior elementary school students, as well as their learning experienc
This study adopts the quasi-experimental design of the experimental research method. The research objects are two classes of sixth-grade students in the national primary school, one of which is the experimental group with a total of 22 students, and the other class is the control group with a total of 22 students.The two classes respectively implemented the teaching of argumentative essay writing combined with knowledge renovation and the teaching of traditional argumentative essay writing, and were evaluated by the student learning experience questionnaire, the student argumentative essay writing self-efficacy questionnaire, and the senior elementary school argumentative essay writing assessment scale.
In the evaluation of argumentative essay writing, after completing the six-week teaching activities, students will write an argumentative essay on a social science topic, and the researcher will then evaluate and grade them;
As for the evaluation of students’ learning experience and self-efficacy in argumentative writing, the researchers conducted pre- and post-tests with “Students’ Learning Experience Questionnaire” and “Students’ Self-efficacy in Argumentative Writing” before and after research processing to understand how students were receiving combined knowledge Changes in their own learning experience and self-efficacy in argumentative writing after refurbished learning activities.The results of the study found that both the teaching of argumentative essay writing combined with knowledge renovation or the teaching of traditional argumentative essay writing had significant effects on students’ argumentative essay writing ability.
However, it is worth noting that in terms of students’ learning experience and self-efficacy in argumentative writing, the performance of the experimental group was significantly higher than that of the control group, indicating that the teaching of argumentative writing combined with knowledge renovation can cultivate students’ self-efficacy and establish good learning. Experience is more helpful. | en_US |