摘要
本文從閱讀兒童文學作品以及應用認知寫作過程的角度，比較國語實驗教材典國立編譯館國語課本的差異，並進一步探討使用這兩種教材的學生的寫作表現。研究對象為86學年度台中市國光國小四年級實驗班與普通班共75名學生，以要求學生實際寫作與修改作文的方式，分析兩班學生的差異。歸納研究結果，得到結論如下：使用實驗教材的學生具有比較豐富的通則規範、組織結構與內容思想等寫作修辭知識，也比較能循環運用大綱、寫作與修改等認知寫作過程，因此整體的寫作表現優於使用國定本的學生。依據研究結果，建議將兒童文學作品及認知寫作過程模式適度融入國語教材中，以幫助學生寫作能力之提升。
並列摘要
The purpose of this study was to investigate the differences of the cognitive writing process and revision skills between two groups of 4th-grade elementary students. Group one had been using the experimental Chinese textbooks for more than 3 years, while group two had been using the standardized Chinese textbooks. The number of subjects was 34 and 41 for each group respectively. All students were asked to write an article and revise their own article. Results showed significant differences between these two groups- 1. Group one's cognitive writing process skills and writing performance were better than group two's. 2. Group one was able to use cognitive revision skills recursively to improve their writing, while group two seldom reviewed or revised their articles.