改寫作文運用於國中七年級學生之研究

本研究以限制式寫作「改寫」為主題，設計一套作文課程，並實施於國中七年級學生，探討「改寫」對其寫作能力、寫作態度的影響。改寫作文課程計九個單元，每單元九十分鐘，主題依序為「情境的再現與延伸」、「將敘述改成對話」、「將第一人稱敘述改成第三人稱敘述」、「將第三人稱敘述改成第一人稱敘述」、「將順敘法改成今昔今結構」、「將報導改成先敘後論結構」、「將次要人物改成主角」、「改變主旨意趣」及「綜合改寫」。課程流程為：由範文欣賞至主題探討，再進入改寫實作。資料蒐集包含質性與量化資料：以學生前、後測寫作、歷次的改寫實作，衡量其寫作能力的變化；以自編「寫作態度調查表」、「改寫作文回饋表」觀察其寫作態度的改變情形。研究結果顯示：寫作能力方面，立意取材、結構組織、遣詞造句的能力均有提升，但未達顯著；其中，結構組織進步較多，且在表達的多樣性及創造力有明顯進步。寫作態度部分，寫作興趣及自我效能俱已提升，然未有顯著意義；在學生給予的回饋中，有76％的學生認為改寫作文較容易，72％認為改寫作文增加其寫作信心，76％表示喜歡改寫作文題型練習。

關鍵字

限制式寫作；改寫作文；國中；行動研究

並列摘要

This paper studies the effect of a conditioned writing program on 7th graders’ writing attitude and ability. This program, focusing on composition rewriting skills, consists of 9 units as follows: describing a scene, turning a narrative into a dialogue, rewriting a first-person story from the third person point of view, rewriting a third-person one from the first person point of view, turning the narration into a flashback, turning a report into a critique, making a supporting character the main character, changing the main idea and synthesizing rewriting skills. To learn these units, the participants first read some materials provided by the researcher, discussing the themes of those articles, and then started to rewrite them. The data collection includes quantitative statistics and qualitative information: a writing pretest and posttest, the participants’ writing pieces, the measurement of the improvement of writing ability, and the observation of the change of writing attitude, collected from a writing attitude questionnaire and a condition writing program questionnaire developed by the researcher. The results show that the participant made improvements in idea development, writing structure, grammar, and word usage, but the breakthrough was not significant. Compared with other writing skills, their advancement in writing structure, ways of expression, and creativity were more. Also, participants reported that this program boosted their interest in writing and self-efficacy. However, the augmentation of their writing attitude was not significant as well. Finally, participants’ responses to the program show that 76% of them thought they were better at composition rewriting, 72% said this program boosted their confidence in writing, and 76% mentioned that they liked the practice of this program.