- 學位論文
層次分析策略對於國小學生寫作歷程影響之行動研究
An Action Research of Hierarchical Analysis Strategy Effect on Writing Process for Elementary School Students
摘要
本研究旨在探討層次分析策略對於國小學生寫作歷程之影響，以國語課文為文本，使用層次分析策略引導學生組織文章架構，設計出以過程為導向的讀寫整合課程。研究採用行動研究法，以研究者任教的國小三年級學童為研究對象，進行每週五節，每節四十分鐘，共計八週的實驗教學。本研究以自編的寫作評分量表以統計分析比較前、後測的差異，並以質性的資料相互驗證，包括：學生作文、各項學習單、教學省思札記及訪談記錄等資料，整理教學歷程與學生學習表現，其研究結果如下： 一、 以層次分析策略進行課文的閱讀及文章結構的學習，透過微寫作的練習，能達到讀寫的整合。 二、 透過同儕的討論、師生對話、安排觀察與體驗活動能協助學生寫作階段的構思。 三、 層次分析策略提供學生寫作過程的協助，對學生的寫作能有實質的助益。 四、 層次分析策略對於寫作的「內容思想」、「組織結構」、「文字修辭」及「整體寫作表現」有顯著成效。 最後，研究者根據研究結論提出相關建議，以作為國小寫作教學及未來研究的參考。
並列摘要
The purpose of this research is to investigate the effect of hierarchical analysis strategy for elementary school students, to analyze the selected contents in the Chinese textbooks and guide students to organize writing structure using hierarchical analysis strategy, and to design a process-oriented integrated reading & writing curriculum. The research is based on action research approach with Grade 3 students in the researcher’s class as the research objects, to perform an eight-week experiment with 5 lessons per week, 40 minutes per lesson. By using self-compiled writing assessment table to statistically compare the scores before and after the tests and to validate against qualitative data, including students’ compositions, learning sheets, teaching notes/reviews, interview records, teaching history, and students learning performance. The research conclusions are: 1. Reading and writing integration can be achieved by short writing practices using hierarchical analysis strategy on textbook reading comprehension and text structure learning. 2. Peer discussions, teacher-student dialogues, observations, and experience activities can facilitate students conceiving writing structures. 3. Hierarchical analysis strategy provides students assistance in the writing process and show improvements on students' writing outputs. 4. Hierarchical analysis strategy demonstrates substantially positive effects on “content thinking”, “structure organization”, “paraphrasing” and “overall writing performance”. Finally, the researcher provides suggestions according to the conclusions as a reference for teaching composition in the elementary schools and future research.