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Teaching of cognitive skills to improve writing using understanding by design framework : a case study of a Singapore south-zone primary school
Author
Tan, Jesmine Sio Hwee
Supervisor
Aw, Guat Poh,
Abstract
21世纪是一个资讯爆发的年代，科技资讯迅速发展，世界各国的教育方向也作出相应的调整，将重点放在培养孩子掌握技能的能力上。因此，有关技能教学方法的需求也日益增大。学生的学习过程也是一个将思维、知识与技能相结合为一体的学习过程。
为此，新加坡教育部也做了相应的教学改革。在众多改革中，加强思维训练是当中的核心之一。因此，本论文即对学生的写作思维技能进行了初步的研究。研究的目的旨在通过“UBD重理解思维教学下的写作思维教学”提升学生的写作能力。
此研究的研究对象是新加坡南区一所小学的39位五年级学生。所采用的研究方法是个案研究。研究过程主要是以“写作思维导向评量表”为检测工具来分析学生接受校本课程教学前后两个阶段的作文。研究结果显示，以UBD重理解课程设计的写作思维教学课程的确能提升学生的写作能力。
此研究验证了思维能力的训练确实能提高学生的写作能力。这也肯定了校本课程开发的信度和效度。校本课程的施行不但能使学校的华文教学方针达到一致性，也具备了因材施教的灵活性，同时也让教师们在不知不觉中走出传统的教学方式，学生能体验21世纪教学方式以及21世纪技能的培养，实在是对21世纪的教育起到重大的作用。
为此，新加坡教育部也做了相应的教学改革。在众多改革中，加强思维训练是当中的核心之一。因此，本论文即对学生的写作思维技能进行了初步的研究。研究的目的旨在通过“UBD重理解思维教学下的写作思维教学”提升学生的写作能力。
此研究的研究对象是新加坡南区一所小学的39位五年级学生。所采用的研究方法是个案研究。研究过程主要是以“写作思维导向评量表”为检测工具来分析学生接受校本课程教学前后两个阶段的作文。研究结果显示，以UBD重理解课程设计的写作思维教学课程的确能提升学生的写作能力。
此研究验证了思维能力的训练确实能提高学生的写作能力。这也肯定了校本课程开发的信度和效度。校本课程的施行不但能使学校的华文教学方针达到一致性，也具备了因材施教的灵活性，同时也让教师们在不知不觉中走出传统的教学方式，学生能体验21世纪教学方式以及21世纪技能的培养，实在是对21世纪的教育起到重大的作用。
At the onset of 21st century, the dynamics of societical development has driven the progression of new pedagogical approaches. These approaches aim to help students develop 21st century skillsets. The 21st century educational direction aspires to fuse knowledge, cognitive processes and skillsets as one almagamated learning process.
In view of the directives of 21st century education, the Ministry of Education, Singapore, have also revamped several education initiatives to direct the development of cognitive skills of our students. With the 21st century learner at the very heart of our educational goals, this research aims to examine the effectiveness of improving students’ writing skill using the pedagogical approach “Design of the Teaching of the Thinking process in Writing using Understanding By Design framework”.
The participants of the study were 39 primary 5 students from a primary school located in the South Zone of Singapore. This case study research uses the composition rubric as a measuring instrument to collect quantitative data. Qualitative data are also collected which enables the analysis of the improvement in cognitive processes of each individual student, which led to the improvement in students’ writing. Results had shown that the use of this school-based curriculum helped improve students’ writing skill.
This research has also proven that cognitive skills training do contribute to the improvement of students’ writing skill. It has also affirmed the reliability of the school-based curriculum. Not only does this implementation help to align the teaching approaches among the Chinese Language teachers, it also incoporates the liberty to customise differentiated instructions for students of different abililties. At the same time, this pedagogical approach led the teachers out of the traditional teaching methods, enabling them to utilise the 21st century teaching strategies. This study has indeed played a significant role in the education of the 21st century.
In view of the directives of 21st century education, the Ministry of Education, Singapore, have also revamped several education initiatives to direct the development of cognitive skills of our students. With the 21st century learner at the very heart of our educational goals, this research aims to examine the effectiveness of improving students’ writing skill using the pedagogical approach “Design of the Teaching of the Thinking process in Writing using Understanding By Design framework”.
The participants of the study were 39 primary 5 students from a primary school located in the South Zone of Singapore. This case study research uses the composition rubric as a measuring instrument to collect quantitative data. Qualitative data are also collected which enables the analysis of the improvement in cognitive processes of each individual student, which led to the improvement in students’ writing. Results had shown that the use of this school-based curriculum helped improve students’ writing skill.
This research has also proven that cognitive skills training do contribute to the improvement of students’ writing skill. It has also affirmed the reliability of the school-based curriculum. Not only does this implementation help to align the teaching approaches among the Chinese Language teachers, it also incoporates the liberty to customise differentiated instructions for students of different abililties. At the same time, this pedagogical approach led the teachers out of the traditional teaching methods, enabling them to utilise the 21st century teaching strategies. This study has indeed played a significant role in the education of the 21st century.
Date Issued
2013
Call Number
PL1271.5 T36
Date Submitted
2013