運用故事結構法融入國小二年級國語領域寫作教學之行動研究

An Action Research on Applying Story Structure Method in Writing Instruction of Mandarin Learning Area for Elementary School Second Graders

徐翠廷(Tsui-Ting Hsu)

指導教授 ： 陳美如

國立清華大學/竹師教育學院/課程與教學碩士在職專班/碩士(2018年)

摘要

本研究旨在探討「運用故事結構法融入國語領域」對國小二年級學生寫作能力之表現，以及教師在整個實施歷程中的教學省思與專業成長，最後根據行動研究的結果，提供教學現場教師教學實務之參考。
本行動研究之對象為二年級學生，研究者即為教學者，共進行四個階段課程的教學活動，課程實施前後分別實施寫作能力之前、後測，並以「寫作評定量表」來進行評分。本研究之資瞭蒐集與分析除了量化結果以外，亦輔以質性資料佐證，包括:學生作品、寫作學習單、課程錄影錄音、教師觀察記錄、與偕同夥伴訪談等資料。整理分析故事結構融入國語文領域的教學歷程與學生之學習表現，歸納出以下結論:
一、故事結構教學結合寫作課程具可行性，由故事切入寫作可以做為日後二年級國語課教學的參考。
二、將故事結構法運用在寫作課程中應採螺旋式教學循序漸進，並提供多項鷹架以協助學生從建立概念到實際應用。
三、以故事結構法進行寫作教學可適時在教學中加入不同的教學策略來提升學生的學習興趣，並注意學生個別差異以促進有效學習。
四、運用故事結構法進行寫作教學，能提升二年級學生的寫作能力，其中以低表現的學生進步最多，寫作向度中以「文句表達」進步最多。
五、採異質性分組進行寫作討論，輔以班級經營技巧，可提高學生參與學習。
最後，研究者根據研究結果加以討論並提出建議，以作為教學者、學校行政及未來研究參考。

關鍵詞:故事結構、寫作

關鍵字

故事結構 ； 寫作

並列摘要

The main purpose of this study is to explore the influence of “Using Story Structure Method into Mandarin Field” on the writing ability for elementary school second graders, and researchers in the teaching program of the implementation pross of reflection and grow Based on the results from this action research, the author provided a demonstration for other teachers.
The participants in this action research were two-grade elementary school students, and the author, also their teacher ran this program. Four-stage courses were involved in this program. Writing tests were conducted before and after the course and scored on the “writing rating scale”. In addition to the quantitative results, the data collection and analysis of this study is supplemented by qualitative data, including: student works, study sheets, video recordings, teacher observation records, and interviews with collaborative teachers.
Several findings were found as follows:
(1) Story structure teaching combined with writing courses is feasible. Using stories to teach writing can be used as a reference for the second year of Mandarin language teaching.
(2) Applying story structure method in writing instruction course adopts spiral teaching step by step. The curriculum design needs to provide a scaffolding step by step, which helps students to build concepts, understanding and practical writing applications.
(3) Applying story structure method in writing instruction can add different teaching strategies to improve student interest in learning. Pay attention to individual differences in students to promote effective learning.
(4) Applying story structure method in writing instruction can improve the writing ability of second-year students. Students with low performance make the most progress. In writing, the degree of "expression of sentences" has the most progress.
(5) Conducting a heterogeneous grouping of writing discussions and assisting students with class management skills can improve student participation in learning.
In conclusion, the researcher proposes the recommendations base on this research discovery to teachers, school administration and future researchers.

Kewwords:story structure，writing

並列關鍵字

story structure ； writing

參考文獻

一、中文部分

王瓊珠(2010)。故事結構教學與分享閱讀。第二版。臺北市：心理。

仇小屏(2003)。小學「限制式寫作」之設計與實作。臺北市：萬卷樓圖書。

朱曉斌(2007)。寫作教學心理學。杭州：浙江大學出版社。

何琦瑜(2007)。從「寫作」啟動新一波學習革命。教出寫作力。臺北市：天下雜誌20