國小二年級寫作教學之行動研究

An Action Research on Second Grade Level Writing Instruction at a Primary School

吳季瑾(Wu chi chin)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

本研究以國小二年級寫作教學為研究主軸，依據情境分析結果發展讀寫結合的寫作教學課程，藉由課程的實施，評估課程實施之成效。
研究目的為透過國語讀寫結合的寫作教學課程增進二年級學童的寫作素養；並提升研究者自身國語讀寫結合的寫作教學之能力，促進專業成長。也希望透過研究的結論與省思，提出教學上的建議，以做為日後讀寫結合的寫作教學改進之方向，使學童更樂於寫作。
主要研究問題如下：
一、 如何從情境分析探究國語寫作教學之問題與省思？
二、 如何研擬國語寫作教學行動方案之歷程與省思？
三、 如何實施國語寫作教學行動方案之歷程與省思？
四、 如何評鑑國語寫作教學行動方案之歷程與省思？
本研究結論如下：
一、 從情境分析探究國語寫作教學之問題歷程與省思中發現九年一貫課程國語第一學習階段寫作訓練著重興趣的培養；教學宜重視學生自身經驗與感受；國語課文就是最好的寫作教學教材；情境分析是行動方案的基石有助於教學活動的進行。
二、 從研擬國語寫作教學行動方案歷程與省思中發現依據能力指標設計國語讀寫結合的寫作教學行動方案；透過教學活動設計，提供低年級學生多元的寫作空間；運用教學相關配套資源，提升學習效果；不斷修正課程，讓課程更臻完善。
三、 從實施國語寫作教學行動方案歷程與省思中發現國語讀寫結合教學在寫作上幫助甚大；多閱讀可以提升學童寫作的能力；老師多鼓勵可增進低年級學童寫作的興趣；尊重學童個別差異，有進步就要鼓勵；讓學童多發表，成為學習的主角。
四、 從評鑑國語寫作教學行動方案歷程與省思中發現以課文為本位的讀寫結合寫作教學課程成效佳，能提升學童的寫作素養；教師教學專業獲得成長；家長的支持會讓課程推動更順利。
本研究建議如下：
一、對讀寫課程的寫作教學建議
（一）提供大量的課外閱讀，擴展視野與增加寫作材料；（二）教學活動多樣性，引發
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學習動機與興趣；（三）讀寫結合教學中，教師備課與閱讀提問有其重要性；（四）寫作教學應該每天進行，日記就是算好的幫助；（五）教師與家長應多鼓勵少批評，學生才能找到自信與快樂；（六）建立有系統的縱向寫作教材；（七）師資培訓加強閱讀理解與寫作課程的訓練。
二、對未來研究的建議
（一）可以國語課本的「單元」為統整架構做研究；（二）追蹤研究對象至中、高年級；（三）延長研究時間做一整學年、或整個年段的長期研究。

關鍵字

行動研究 ； 讀寫結合 ； 寫作教學

並列摘要

An Action Research on Second Grade Level Writing Instruction at a Primary School
Advisor Professor：Dr. Ching–Tien Tsai
Student：Chi–Chin Wu
Abstract
This study focuses on writing instruction to second graders at an elementary school. Using the results of scenario analysis investigates writing courses of combining reading and writing. By implementing this course, this study evaluates the effects.
The purpose of this study is to develop second graders’ writing ability through combining reading and writing in Mandarin subject, and also to promote the researcher’s teaching ability. Based on the conclusion of this study, the researcher provides some suggestions on teaching in the hope to make prospects of combining reading and writing in Mandarin subject in the future, and to make students are willing to write.
Research Questions:
1. How to investigate the problems and prospects of writing instruction in Mandarin subject by using scenario analysis?
2. How to formulate the problems and prospects of writing instruction in Mandarin subject?
3. How to implement the problems and prospects of writing instruction in Mandarin subject?
4. How to evaluate the problems and prospects of writing instruction in Mandarin subject?
Research Conclusions:
1.The findings from investigating the problems and prospects of writing instruction in Mandarin subject by using scenario analysis reveal that the nine-year curriculum of Mandarin subject pay attention on students’ interests and perceptions. Mandarin textbooks seem to be the best materials for teaching writing. Using scenario analysis to an action research helps the course go smoothly.
2. The findings from formulating the problems and prospects of writing instruction in Mandarin subject reveal that designing teaching activities based on competence indicators for the nine-year curriculum. Designing this kind of activity can provide students diverse ways of writing. Using these materials can increase the effects. Make the course more perfect by revising it.
3. The findings from implementing the problems and prospects of writing instruction in Mandarin subject reveal that it is helpful to combine reading and writing. More reading can improve students’ writing ability. Teachers’ encouragement can arouse students’ interests in writing. Teachers also need to respect students’ individual differences and let the class become student-centered.
4. The findings from evaluating the problems and prospects of writing instruction in Mandarin subject reveal that there are good effects on improving students’ writing ability and
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promoting teachers’ teaching professional growth. This course also can go smoothly with parents’ support.
Based on the results found in this study, some suggestions are made as follows.
1. Some recommendations for writing courses of combining reading and writing:
(1) Provide students extensive reading to extend their views and increase their writing material.
(2) The variety of teaching activities can arouse students' motivation and interest.
(3) Preparing before the courses and asking questions during the reading courses are important for teachers in combining reading and writing.
(4) Writing courses should be taught every day. For instance, writing a dairy can help a lot.
(5) Teachers and parents should encourage students more than scold them so that they will be more confident and happier.
(6) Build some systematic writing materials.
(7) The institute which offers educational programs for prospective teachers should enhance the training of reading comprehension and writing courses.
2. Some recommendations for future study:
(1) Focus on the "units" in Mandarin textbooks.
(2) Participants could be the elementary school junior and senior graders.
(3) Lengthen the time to the whole year or longer.

並列關鍵字

Writing Instruction ； Reading & Writing Integration ； Action Research

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