本研究旨在探討群文讀寫教學對國小學生記敘文寫作表現及學習態度之影響,以《十二年國民基本教育語文領域(國語文)課程綱要》寫作學習表現為依據,設計群文讀寫教學,並於教學現場進行教學,本研究採用準實驗研究設計,以苗栗縣高年級學生為研究對象,使用自編「記敘文評分量表」及「群文讀寫教學方案回饋問卷」蒐集資料並進行統計處理。研究結果發現:(一)群文讀寫教學能提升學生記敘文寫作表現。(二)群文讀寫教學能提升學生學習動機及寫作信心。(三)群文讀寫教學能提升同儕互動學習。研究建議現場教師可以運用群文讀寫教學提升學生寫作表現及興趣,未來可設計其他議題教學進行教學實驗。
In order to understand the effectiveness and impact of group literacy teaching on students' learning performance, this paper uses the "12-year basic education curricula (Chinese language) syllabus" writing learning performance as a basis to design the national language teaching. In this study, quasi-experimental design was used to study the Elementary school students of Miaoli County, and self-made "narrative rating scale" and "return questionnaire for literacy-oriented group writing and literacy teaching programs" were used to collect empirical data. The result: (1) group literacy teaching can improve students' writing performance. (2) group literacy teaching can improve students' learning motivation and writing confidence. (3) Literacy-oriented group literacy teaching can enhance peer interaction and learning. This research suggests that on-site teachers can use literacy-oriented group reading and writing to improve students' writing performance. In the future, other topics can be designed for teaching experiments.