意象認知模組對國小學生記敘寫作教學成就之研究

Effects of Facilitating Imagery to Improve Elementary Students' Narrative Writing

徐照麗(Chao-Li Hsu) ； 邱國禛(Kuo-Chen Chiu)

《語文與國際研究》 7期 (2010/12) Pp. 129-150

https://doi.org/10.7084/LIS.201012.0129

摘要

本研究旨在探討意象認知模組對學生記敘寫作能力之影響。研究採準實驗研究設計，輔以質性資料分析。研究對象爲中部某國民小學六年級兩班學生，共59人，立意取樣，但隨機分派組別。實驗組接受意象模組寫作教學，控制組接受傳統式講述教學，實驗共進行九週，兩組學生皆完成三個單元的記敘文寫作，以分析其寫作表現的差異。
研究結果發現學生接受意象認知模組教學之後，在寫景與狀物的立意取材、遣詞用句、結構組織及整體表現上均顯著優於控制組。研究結果驗證意象認知模組中，資源、觀察、意象的學習活動有助於增進學生立意取材的能力，進而提升其遣詞用句、結構組織及記敘寫作的整體表現。本文並提出對記敘寫作教學的建議。

關鍵字

記叙文寫作 ； 意象 ； 模組化教學 ； 訊息處理

並列摘要

The purpose of this study was to investigate the effects of the imagery-centered approach on elementary students' narrative writing. A quasi-experimental design was conducted along with qualitative perspectives. The participants were fifty-nine sixth graders in two classes randomly assigned into an experimental group (18 males and 12 females) and a control group (15 males and 14 females) from an elementary school in central Taiwan. The narrative writing instruction in the experimental group was imagery-centered, while the control group was not. In that, the differences of the students' composition on narrative writing in the two groups were examined. In addition, the teacher's review log was recorded as the qualitative data. The study lasted 9 weeks, 18 hours in total, and students in both groups were asked to finish three narrative writing compositions during the period.
The results showed that the experimental group outperformed statistically comparing to the control group in idea development, effective language, organization and overall performance while describing views or concrete items. The imagery-centered approach was also indicated much more beneficial to narrative writing while students had relative poor knowledge to the topic. The researchers concluded that imagery-centered instruction was effective to enhance students' writing ability and the pedagogical recommendations in narrative writing were also provided.

並列關鍵字

narrative writing ； imagery ； module ； information process

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