文章結構分析策略教學對學童寫作成效之影響

The Effect of Strategy Teaching on Text Structure Analysis for Children to Improve Writing Skill

蔡銘津(Ming-Jin Tsai)

《課程與教學》 1卷2期 (1998/04) Pp. 139-159+181-182

https://doi.org/10.6384/CIQ.199804.0139

摘要

本研究旨在探討文章結構分析策略教學對國小學章寫作成效之影響。實驗對象取自國小五和三年級的學生，分別隨機抽取80名和76名，再各年級隨機分派為實驗組與控制組。本實驗研究採多因子「前後側等組設計」，實驗組進行三個月國語課文結構分析策略的實驗教學，控制組則做自由閱讀。教學方法主要以故事結構法和說明文結構法進行課程分析；利用交互教學法的程序及直接教導的原則進行教學流程，每週利用兩節課實施一個單元的課程。實驗設計係以接受不同實驗處理的組別、不同性別及不同智力水準為自變項，以「寫作能力」和「寫作品質」兩種分數為依變項。本研究結果發現：在寫作能力方面，五年級和三年級的實驗組在「組織能力」上均優於控制組。而五年級不論實驗組的中智或低智者在「組織能力」方面均優於控制紐約中智與低智者。至於寫作品質，五年級在說明文的「組織結構」上，實驗組優於控制組；三年級不論敘述文成說明文，實驗組的所有寫作品質包括「文字修辭」、「內容思想」、「組織結構」均優於控制組。整體上，性別間少有差異；而智力水準較高者各項能力的表現也較好。研究者據此研究結果，提出國語文教學主的具體建議。

關鍵字

文章結構 ； 策略 ； 寫作

並列摘要

The purpose of this study is to investigate the effect of strategy teaching on text structure analysis for elementary school children to improve writing skills. The subjects consisted of 80, 5th graders and 76, 3rd graders. They were sampled randomly from elementary school and assigned randomly to experimental group and control group in each grade respectively. This study utilized multi-factors ”pretest-posttest control group design”. The experimental groups were treated with strategy teaching on Text structure analysis for 3 months. During this period, students of control groups read freely at the library. The teaching programs were proceeded by utilizing the procedure of reciprocal teaching and following the principles of direct instruction to analyze text in narrative and expository structure manners. The independent variables of this experimental treatment were groups, gender and IQ level. The dependent variable has two scores including Writing Ability Test and Composition Quality Test. The results of this study indicated that the experimental group's scores of 5th graders and 3rd graders on the ability of textual organization of Writing Ability Test were all higher than the scores of control group. In 5th graders, mid-IQ or low-IQ experimental students were all superior to mid-IQ or low-IQ students of control group on the ability of textual organization” of Writing Ability Test. In Composition Quality Test, the experimental group's performance of 5th graders on expository composition structure” was better than the performance of control group. The three scores on narrative or expository Composition Quality Test of experimental group on 3rd graders were all higher than those of control group. According to the results, the researcher offers the suggestion of writing teaching at school.

並列關鍵字

Text Structure ； Strategy ； Writing