運用概念構圖於國中八年級作文教學之行動研究

本研究旨在探討運用概念構圖於國中八年級作文教學後，學生的寫作能力與寫作態度的改變情形，本研究採行動研究法，設計三個循環的教學計畫，從教師示範到小組共作最後為個人創作，研究對象為苗栗縣大屋國中梅花班八年級共計14位學生，教學歷程自106年4月至5月，共計7週。研究過程收集的資料諸如教師省思紀錄表、觀察紀錄表、訪談紀錄、學生作品、學習單等逐一整理與分類，以此獲知概念構圖運用於作文教學後，國中八年級學生的寫作能力與寫作態度的改變情形，綜合歸納研究結果如下：一、以教科書為本，結合概念構圖的教學計畫，可加強學生的立意取材與結構組織能力二、先後運用鎖鏈圖再用蜘蛛網圖，有利提升學生的立意取材和組織結構的能力，但仍需加入其他寫作策略三、概念構圖作文教學能提升學生的寫作能力，全班寫作級分有小幅進步，六成學生個人寫作級分也呈現進步情形。在四個向度中以「立意取材」與「結構組織」進步較明顯，「遣詞造句」、「格式、錯別字與標點符號」進步幅度較不明顯四、學生對概念構圖的作文教學的活動多持正面肯定的態度，認為有助於提升學習成效研究者據此研究結果提出建議，供作行政單位與教學者將來從事作文教學活動的參考。

關鍵字

概念構圖；作文教學；寫作能力

並列摘要

This study aims to explore the changes in the students' writing ability and writing attitude after applying the concept composition in the eighth grade composition teaching in the middle school. This study adopts the action research method. Designing three cycles of teaching programs. From teacher demonstration to group co-authorship and finally personal creation. The object of study is a total of 14 students in Grade 8 of Meihua Class in Dawu junior high school, Miaoli County. Teaching course from April to May for a total of 7 weeks. Data collected during the research process, such as teacher record records, observation record sheets, interview records, student works, and learning lists, are sorted out and classified one by one. In this way, after learning that the conceptual composition is applied to composition teaching, the writing ability and writing attitude of eighth grade students in the country are changed. The general induction research results are as follows: 1. Textbook-based teaching plans combined with conceptual composition can enhance the students’ ability to draw ideas and structure. 2. Using chain maps and spider web maps in order to improve the students' ability to draw ideas and organizational structure, but still need to join other writing strategies. 3. The composition teaching of concept composition can improve the writing ability of students. There is a slight improvement in the writing score of the whole class, and the progress of individual writing scores of 60% of students is also progressing. In the four dimensions, progress was more pronounced with "objective drawing" and "structural organization". The progress of "sent words and sentences," "formats, typos, and punctuation marks" was less obvious. 4. Students have a positive attitude towards the composition teaching of conceptual composition, and they believe that it contributes to the improvement of learning effectiveness. Based on this research result, the researcher puts forward suggestions for the reference of administrative units and educators who are engaged in composition teaching activities in the future.