「修改」是寫作的歷程之一。不同的寫作模式對修改各持不同的觀點,階段模式認為修改是最後階段的編輯,問題解決模式認為修改是問題解決,社會互動模式則認為修改是社會互動的歷程。目前研究修改的方法,包括:修改分類編碼系統、歷程追蹤法、參與觀察法、摹擬介入法,以及錯誤檢查法等。修改的教學策略,大致可分為直教教學、程序支持、教師或同儕回饋、給予引導等四大類。最近教育部公佈的《國民中小學九年一貫國語課程綱要》正式將「修改」列為寫作的能力指標之一。目前國內有關中文寫作修改的研究,包括學生的修改歷程及結果、整體寫作歷程和修改教學的成效。在文獻探討後,本文並提出一些對實務及將來研究的啟示,供寫作教師和有興趣的研究者參考。
Revision is part of the writing processes. The different writing models have different point of views to revision. The stage model advocates revision as final-stage editing; the problem-solving model advocates revision as problem solving; the social-interactive model advocates revision as social-interactive process. In America some methods are used to study revision, and some intervention strategies are used for facilitating revision. The revision is included in writing abilities indexes in Nine Grades Coherent Language Arts Curriculum Syllabus. There are some revision processes and revision instruction studies have done in Taiwan. This paper explores the model, instruction, and studies of writing revision. First, it explores the writing models and revision meanings. Second, it discusses some study methods of revision. Third, it explores the revision instructional strategies. Fourth, it reviews the revision processes and revision instructional studies in Language Arts. Finally, the researcher provides some suggestions for writing revision instruction and further study.