修辭法融入歷程導向寫作教學之研究

郭依菁

指導教授 ： 唐淑華

國立臺灣師範大學/教育學院/教育學系/碩士(2012年)

摘要

本研究目的如下：（1）探討「修辭法融入歷程導向寫作教學」對提升國中學生寫作的成效；（2）分析學生接受「修辭法融入歷程導向寫作教學」課程後的態度與反應；（3）分析「修辭法融入歷程導向寫作教學」的實施歷程，並檢討省思，以作為未來作文教學之參考。
整個研究主要是以研究者所任教的一所台北市公立國中學生為研究對象，研究對象乃八年級的兩個班級，採準實驗研究之「不等組前後測設計」，透過「作文評定量表」考驗實驗變項一「修辭法融入歷程導向寫作教學」進行的效果；另外，實驗組需再接受「修辭法融入歷程導向寫作課程回饋問卷」調查，以瞭解學生接受「修辭法融入歷程導向寫作教學」課程後的態度與反應；最後，透過課堂歷程的紀綠、研究者省思及學生訪談，來蒐集整個實驗過程的質性資料。
研究結果如下：（1）經過修辭法融入歷程導向寫作教學後，相較於控制組學生，實驗組學生在「作文評定量表」的「立意取材」、「組織結構」、「遣詞用句」、「修辭運用」、「錯別字與格式標點」、「總分」各向度上皆達到顯著效果，可見此實驗歷程確實可提昇學生的寫作成效；（2）從回饋問卷的百分比分析與開放式作答來看，學生表示：從修辭法融入歷程導向寫作教學課程學到許多知識。雖然覺得寫作的計畫階段很困難，但還是對整體課程持正面肯定的態度。尤其在修辭運用的滿意度高達93.75％，可見修辭法融入歷程導向寫作教學的成效。此外，本研究亦對實驗課程的設計與實施作詳細的紀錄與分析，以提供相關人員在寫作教學與未來研究上的參考。

關鍵字

修辭法 ； 歷程導向寫作 ； 寫作教學 ； 記敘文 ； 摹寫法 ； 譬喻法 ； 映襯法

並列摘要

The objectives of the study comprise the follows: 1. Enhance the writing effectiveness of junior high school students through “Process-Based Writing Instruction with Rhetoric Integration.” 2. Understand the attitudes and reactions after students have taken the course on “Process-Based Writing Instruction with Rhetoric Integration.” 3. Understand the implementation course of “Process-Based Writing Instruction with Rhetoric Integration” with review and reflection as reference for future essay teaching.
The study participants consisted of students from one Taipei City junior high school where the researcher works. The two 8th-grade two classes of the study participants adopted the “Non-equivalent Pretest-posttest Design” of experimental research to test the effects of experimental variables in “Process-Based Writing Instruction with Rhetoric Integration” through “Essay Assessment Scale.” Additionally, the experimental group was required to retake the survey of “Feedback Questionnaire for Process-Based Writing Course with Rhetoric Integration” to understand the attitudes and reaction of students after taking the course on “Process-Based Writing Instruction with Rhetoric Integration.” Finally, the qualitative data of the entire experiment process was collected through records of class, researcher reflection and student interview.
The findings of the study are described in the follows: 1. Compared to students in the control group, students in the experimental group have achieved significant effect on dimensions including “Selection of materials and topics,” “organization and structure,” “choice of words,” “use of rhetoric,” “Chinese character error, format and punctuations,” and “total score” of the “Essay Assessment Scale” after the implementation of Process-Based Writing Instruction with Rhetoric Integration, implying such experimental course can truly improve the writing effectiveness of students. 2. In view of the percentage analysis and open answers of the feedback questionnaire, students observed that they have acquired much knowledge from the course on Process-Based Writing Instruction with Rhetoric Integration. Although the program on writing composition seemed difficult, the students held positive and affirmative attitudes towards the overall course plan. Particularly the students showed high satisfaction of 93.75% on the use of rhetoric, indicating the effects of Process-Based Writing Instruction with Rhetoric Integration. Moreover, the study also provides detailed records and analysis on the design and implementation of experimental course as reference for researchers in writing teaching and future research.

Keywords：rhetoric, process-based writing, writing instruction, narrative writing, imitative expression, metaphor, foregrounding and contrasting

並列關鍵字

rhetoric ； process-based writing ； writing instruction ； narrative writing ； imitative expression ； metaphor ； foregrounding and contrasting

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