過程導向寫作教學應用於國中七年級學生的記敘文寫作之行動研究

本研究採行動研究法，旨在探討過程導向寫作教學方案對七年級學生記敘文寫作品質，及寫作態度的影響，並理解學生對此教學方案的看法，期盼透過本研究設計出能提升學生寫作品質及態度之教學方案，進而提供未來其他教師實施寫作教學之參考。研究對象為國中七年級一個班級之學生，共31人。歷時14週，共15堂課。研究者在學生寫作過程中運用諸項策略為學生搭建鷹架，寫作計畫階段，運用範文閱讀、腦力激盪、圖像化、同儕討論策略協助學生建立結構基模並架構大綱；回顧階段，則使用自評與同儕互評策略，幫助學生掌握寫作表現規準檢視文章，提升自我監控、修正能力。研究結果顯示：一、實施本研究教學活動可以提升學生記敘文寫作品質，在立意取材和組織結構面向上均有明顯提升；二、實施本研究教學教活動未能顯著提升學生寫作態度；三、具基礎寫作能力的學生對本方案之教學活動接受度較高。最後，基於以上研究結果提出教學以及未來研究之建議。

關鍵字

過程導向寫作教學；記敘文寫作；心智圖；階層圖

並列摘要

The purpose of the study, based on the action research, is to explore the influence on seventh graders' writing quality and attitude of narrative writing by applying process-oriented writing instruction. Expecting to design a teaching program to improve students' writing performance and attitude, thereby providing a reference for other teachers to implement writing instruction through the study. The subject of the study is a class of seventh graders, a total of 31 students. It takes 14 weeks to carry out the writing course which is lasting for15 periods. Various strategies are adopted to scaffold students writing process. Before writing, students build up their scheme by essay reading, brainstorming, mind mapping, hierarchy mapping, and peer discussion. After writing, the strategies of self-evaluation and peer-evaluation are used to help students master the writing rubrics to review articles and improve self-monitoring and self-correction capabilities. The results of this study show that: 1. Students’ writing quality could be improved by implementing the teaching activities of this research. Especially in terms of material selection and organizational structure, significant progress has been made. 2. Students’ writing attitude couldn’t be significantly improved by implementing the teaching activities of this research. 3. Those with basic writing skills have a higher acceptance of the teaching activities of this program. Finally, the study provides suggestions of writing instruction and future studies based on the research findings.