國小低年級引導式寫作教學之行動研究

本研究旨在探討引導式寫作運用於低年級的實踐歷程，採取行動研究法，除研究者本身，研究對象為國小二年級 27 位一般班級中的學生，實施歷程約15 節課的時間。本研究透過認知歷程寫作模式設計出寫作三部曲，第一部曲經由教師引導學生記錄寫作計畫，第二部曲根據擬定之計畫進行仿寫，第三部曲經由同儕分享進而達到自我修正，並跨領域搭配國語與生活課程，使學生能透過生活觀察與文本寫作，營造沉浸式的寫作課程，並且透過教師省思札記、研究諍友觀課記錄、學生及教師訪談記錄與學生作品進行資料蒐集與分析，再經由三級編碼的方式統整與歸納，本研究所得結論如下: 壹、教學設計上一、教學目標的擬定要符應學生個別差異與能力發展二、課程內容的選擇須多方考慮，選擇學生皆能書寫的主題三、教學活動須緊扣著學生興趣，給予適當的鷹架四、教學材料的研發須設想周全，與學年教師之間共備寫作教材較能臻於完善五、在生活情境中寫作有助於學生創作六、根據本研究引導式寫作理念修正寫作評量，並加入學生自我評量貳、學生學習上一、引導式寫作能提升學生寫作成效二、同儕間團體學習的力量與教師寫作素材的引導能提升學生寫作信心三、不同程度的學生所面臨的問題不盡相同四、小組學習的團隊寫作氛圍營造正向影響著學生寫作態度參、教師成長上一、教師時刻傾聽學生聲音並反思教學，滾動式的改善課程二、教師提升寫作教學能力，將習得的寫作學科知識實際運用於現場三、教師尋求自我精進管道與增進教師同儕間寫作教學專業對話

關鍵字

限制式寫作教學；讀寫結合

並列摘要

This research aims to explore the practical process of guiding writing in the primary grades of elementary school, and adopts the action research method. In addition to the researcher , the research objects are 27 students in the second grade of elementary school, and the implementation process takes about 15 classes. This study designed a writing trilogy through the cognitive process writing model. The first part was guided by the teacher to record the writing plan, the second part was imitated according to the proposed plan, and the third part was shared by peers to achieve self-realization. Revised, and cross-disciplinary collocation of Mandarin and Life Curriculum, so that students can create an immersive writing course through life observation and text writing, and through teachers' reflection notes, research critical friend class observation records, student and teacher interview records and student works Data collection and classification, and then through three-level code integration and induction, the conclusions of this research are as follows: Teaching Design 1. The formulation of teaching objectives should meet the individual differences and ability development of students. 2.The choice of course content must be considered in many ways, and choose a topic that all students can write. 3.Teaching activities must be closely linked to students' interests and given appropriate scaffolding. 4. The research and development of teaching materials must be thoughtful, and the preparation of writing materials with teachers of the school year can be more perfect. 5. Writing in life situations helps students create. 6. Revise the writing assessment according to the guided writing concept of this study, and add students' self-assessment. Students Study 1. Guided writing can improve students' writing effectiveness. 2. The power of group learning among peers and the guidance of teachers' writing materials can enhance students' writing confidence. 3. Students of different levels face different problems. 4. The creation of a team writing atmosphere in group learning positively affects students' writing attitudes. Participation and Teacher growth 1.Teachers always listen to students' voices and reflect on teaching, and improve courses in a rolling manner. 2. Teachers improve their writing teaching ability and apply the acquired knowledge of writing subjects to the scene. 3. Teachers seek self-improvement channels and enhance professional dialogue on writing teaching among teachers' peers.