大一新生國語文寫作能力分析與提升策略：以中華醫大109學年度國語文檢測作文為例

Analysis and strategies for improving the Chinese writing ability of freshmen

王靖婷(Ching-Ting Wang)

《華醫學報》 56期 (2022/06) Pp. 71-96

摘要

寫作能力是書面表達的基礎，是一項綜合的能力，寫作者透過書寫來表達心中意念，成功的寫作必須具備寫作題目的知識、寫作策略的知識，以及有關於文體、句法、文法、標點符號的概念，且涉及複雜的認知歷程，從基本的文字書寫，到高層次的概念產出，是極複雜的語文能力。發展出流暢的閱讀、寫作能力是教育的基本目標，也是學習轉化不可忽略的元素。在全球競爭社會裡，唯有讀寫俱優者始能勝出。是以本研究乃就探討中華醫大109年度各系科入學新生在國語文寫作能力的差異，以109-1學期實施的國語文能力檢測會考為樣本分析；寫作評分標準乃採學測和指考大考中心作文評量項目：題旨發揮、組織結構、字句運用等三大項，進行等級評量（每項分ABC等3級）。透過寫作施測與等級評量，探究各系科大一入學新生在寫作能力三大項之差異，並針對三項評量各級等之分布情形，研擬新生寫作能力提升策略，以便在大二、大三中進行補救教學，並在大四藉由寫作後測以觀後效。

關鍵字

語文素養 ； 中文檢測 ； 中文閱讀 ； 中文寫作

並列摘要

Writing ability is the foundation of written expression and is a comprehensive ability. Writers express their minds and ideas through writing. Successful writing must have knowledge of writing topics, writing strategies, and information about style, syntax, grammar, and punctuation. The concept of, and involves a complex cognitive process, from basic writing to high-level conceptual output, it is an extremely complex language ability. The development of fluent reading and writing skills is the basic goal of education, and it is also an element that cannot be ignored in learning transformation. In a global competitive society, only those who are good at reading and writing can win. This study is based on the sample analysis of the Chinese proficiency test (pretest) implemented in 2020.This study analyzes and explores the differences in the writing abilities of the freshmen in various departments of the CHUNG HWA UNIVERSITY OF MEDICAL TECHNOLOGY; and the writing scoring standard is based on the essay evaluation project of the college entrance examination and test center: three major items: topic development, organizational structure, and use of words and sentences, and are graded (each item is divided into 3 levels, such as ABC). Through the writing test and grade assessment, explore the three major differences in the writing ability of freshmen of HKUST freshmen in each department. According to the distribution of the three assessments at all levels, develop strategies for improving freshmen's writing ability in order to improve their writing skills in the sophomore year. Remedial teaching is carried out in the third year, and the post-writing test is used in the fourth year to see the after-effects.

並列關鍵字

Language literacy ； Chinese testing ； Chinese reading ； Chinese writing