'n Prosesbenadering tot skryfonderrig (Afrikaans Eerste Taal) in die intermediêre fase

[摘要] ENGLISH ABSTRACT:Presently(2002) South Africa finds itself in the centre of a transformation process as faras the provision of education is concerned. Curriculum restructuring is an ongoingprocess. An exciting development which is coupled herewith is the dissemination ofcurriculum information, in order to implement outcomes directed curriculumdevelopment successfully. This implies that educators must be able to handle thesechallenges; it demands that they have to be empowered in respect of appropriatecurriculum knowledge and skills.In the concept document Revised National Curriculum Statement for gr. R-9 specificmention is made of the fact that pupils should in future become familiar with the processof writing, which includes prewriting, concept writing, revision, editing and publishing.Indeed a great challenge for educators, acting as facilitators. When learners write, theymust follow the aforesaid process. The fact that language, oral as well as written, assistspupils in brightening their thoughts and conveying their observations while they areforming and testing ideas, researcher is of the opinion that more time should be spent onthe purposeful teaching of writing in the intermediate phase (gr. 4-6).In the light of the aforesaid the aim of this thesis was to establish, by means of aquestionnaire, whether primary schools, and more specific the intermediate phase (gr. 4-6), are implementing a writing development programme in which the process approach towriting forms an integral part of the teaching. The gathered information was used tosuggest strategies for the implementation of a process approach to writing development.

[发布机构] Stellenbosch University