以讀寫合一課程提昇五年級偏鄉地區學生的寫作能力

Raising the Writing Ability of Grade 5 Students from Schools in Rural Taiwan Using a Reading and Writing Bi-Focal Curriculum

陳淑麗(Shu-Li Chen) ； 曾世杰(Shih-Jay Tzeng) ； 林慧敏(Hui-Min Lin)

《教育研究與發展期刊》 14卷4期 (2018/12) Pp. 71-100

https://doi.org/10.3966/181665042018121404003

摘要

閱讀和寫作是重要的語文能力，但許多弱勢低成就學生的讀寫能力嚴重落後。本研究以偏鄉地區5年級學生為對象，探究整合閱讀和寫作的讀寫合一課程是否能有效提升其寫作能力。本研究採準實驗設計，實驗組和對照組各有28位來自偏鄉地區學校的5年級學生，教學實驗執行一學年，利用每週5節的國語課進行，總共介入180節。實驗組採用研究者研發的讀寫合一課程，對照組採用原學校選用的國語教材與課程，所有參與學生都於第一學期初、第一學期末、第二學期末進行3次寫作能力評估。研究主要發現有三：一、實驗組學生的寫作進展整體比對照組佳，但總字數及平均句長沒有顯著差異。二、寫作能力中高階文意層次的提升，要一學年的介入才能看到成效；較低階的句子語法處理能力，一學期就可以看到成效。三、實驗組學生的寫作品質能逐漸脫離低分群的範疇，但對照組學生則未看到此趨勢。

關鍵字

偏鄉地區學生 ； 讀寫合一課程 ； 寫作能力

並列摘要

The researchers developed a reading and writing bifocal curriculum for grade 5 students from schools of rural Taiwan. The present study aims to examine the effects of the curriculum on students' writing outcomes. A quasi-experimental design was adopted. The experimental group and control group were both composed of 28 grade 5 students recruited from schools in a remote area in Taiwan. All students received the intervention 5 sessions per week for 2 semesters. The total number of intervention sessions was 180. The experimental group received the bi-focal curriculum while the control group received current reading programs from their schools. Writing measures were collected at the beginning of the first semester, the end of the first semester, and the end of second semester. There were 3 major findings. 1. After conducting the bifocal program for 2 semesters, the progress of writing in the experimental group was better than that in the control group. There was no significant difference between the total number of characters and the average sentence length. 2. The bifocal program brought about quick observable growth of low-level tasks such as sentence length and total number of characters, in merely one semester. However, it took 2 semesters in the present study, to raise high-level skills like meaning expression. 3. With the involvement of the experimental intervention, students gradually got away from the ＂poor writer＂ group. The distribution of the outcome measures became more positively skewed. No such trend was observed in the control group.

並列關鍵字

students from rural Taiwan ； writing bi-focal curriculum ； writing intervention

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