Lesson Study on the Combination of Reading and Writing in Primary One
(Fitzgerald & Shanahan, 2000) pointed out that the ability of reading and writing should be combined organically. However, the writing courses in Primary One in the past were not effective and separated from reading courses, students relied on recitation to make sentences with low writing motivation. Besides, teachers also need to develop professional theory and courses teaching. So this research question was to improve students' writing ability and motivation by combining reading and writing.
This study adopted the method of lesson research(Fernandez & Yoshida, 2012), which systematically carried out professional learning and collaboration in order to improve students' learning experience and teachers' teaching effect. The team consisted of five Chinese teachers, vice-principals, curriculum directors, researcher from the Bureau of Education and HKU. This study used the tools of homework paper, courses observation videos, common lesson preparation logs, interviews and questionnaires. Lesson research was in a circular manner, consisting of five steps: 1. Choosing Research Topics. The objective was to require students to read and imitate texts, write sentences about feelings on specific situations, and improve students' motivation. 2. Jointing Courses Planning. The team discussed teaching difficulties and learning strategies to make teaching plan. Teachers found that students lacked experience in life, psychological vocabulary and literacy, failed to write sentences about feelings for a particular situation. Strategies were pointed out like extending word library, flash card, role playing, memory extraction, peer review. 3. Teachers' Practice and Peer View Courses. 4. Viewer gave assessment and reflection Courses. 5. Revising Courses Teaching in order to enter the next cycle of teaching.
This lesson study finally found that the combination of reading and writing can improve students' writing ability, especially the accuracy and creativity. Students wrote the correct sentences according to the requirements of topic and different situations. They could use new psychological vocabulary and adverbs to express their unique feelings. It also enhanced students’ writing motivation, students actively participated in the courses, willing to learn writing. In addition, both of the instructor and the observer teachers reflected and grow from the courses teaching, personal specialty and curriculum development.
Key Words：the combination of reading and writing, lesson research, writing motivation
Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.
Fitzgerald, J., & Shanahan, T. (2000). Reading and Writing Relations and Their Development. Educational Psychologist, 35(1), 39–50. https://doi.org/10.1207/S15326985EP3501_5