|
The research focused on twenty-four Yu-Jing Primary School students from Shin-Jing Class(Grades 3 – 4). It consisted of the implementation of new words in calligraphy teaching, and aimed to explore methods whereby performance could be upgraded when writing new words in calligraphy. The research was divided into two stages: 1. Observing teacher instruction. 2. Participating in instructional practice regarding teaching student’s writing. The first stage was unstructured and non-participant observation. The second stage was participating in the class on new word instruction for two semesters (a total of one year); then, meta-analysis of writing performance and statistics were employed for data analysis. The research findings were indicated as below: First, observing how the homeroom teacher instructs a word’s appearance (or its structure), the word’s main stroke and its most important characteristics. Second, parent-participation helps to identify effective, instructional practices for teaching students (the researcher is the parent indeed). Finally, concentrating on students’ writing skills and principle – strokes, main stroke, partial or radical words and word structures. Eventually, the comprehensive writing instruction between teacher and school can be highlighted. The detail study is achieved for applying hard-tipped writing implementation in calligraphy instruction on contents, methods and effort. |