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The primary motivation of this research is to implement a competency-based orientation program. It helps to enhance students’ argumentative writing ability by the means of transfer learning on logical thinking; and it can also empower teachers’ interdisciplinary teaching competence. In this research, the researcher will review how the program affects students’ argumentative writing ability by designing Chinese language curriculums through the logical thinking training course. The students in 9th grade were selected as the research object. The searcher took the Understanding by Design (UbD) approach to execute academic activities in the MOE-mandated curriculum but also blending into language inference and fallacies, Toulmin Model, argumentative methods, and critical thinking. The students were guided to learn how to expand purposive materials and proceed argumentative essays under a logical article structure with proper wording and phrasing. The students were asked to complete the argumentative essay twice, before and after eight integration courses. The essays were graded according to the essay grading rubric and it confirms all the benefits, as stated above, including students’ writing enhancement and positive appreciation for the course, along with teachers’ specialty advancement because of the interdisciplinary teaching design. Finally, there are four teaching plans of the integration course and some suggestions proposed in this research, which can be the reference for the other relevant academic research or study in future.
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