限制式寫作運用於國小六年級記敘文寫作課程之行動研究

Action Research of Applying Limited Writing to Teaching in Narrative Writing Course for Elementary-level Six Graders

楊函穎(Yang, Hanying)

指導教授 ： 林永豐

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究旨在探討限制式寫作運用於記敘文寫作課程之歷程，對象為國小六年級學童，採行動研究，欲解決教師在教學現場所遭遇的寫作教學困境，以記敘文記人、敘事、狀物、寫景記遊四大類別為主軸，設計限制式寫作題組之寫作課程，課程實施過程中採用訪談、觀察及文件分析等方式蒐集資料，並於課程實施結束後進行課程評鑑，了解所規劃之行動的結果與影響，再進行下一個階段的循環課程。

本研究的結論如下：
一、從情境分析中發現研究場域擁有玉山圖書館、愛的書庫、廣大校園環境及學校老師認同語文教學等優勢條件，但也需要克服學生文化刺激不足、家長不重視作文的學習、不易進行協同教學等劣勢條件。
二、從寫作前測的實施及第一循環限制式寫作之省思與評鑑，分別界定第一循環課程問題為用語口語化、不當選材及段落銜接不良；第二循環課程問題為詞彙不豐、內容平淡、文意段落鋪陳沒有轉折。
三、課程設計選用記敘文為文體，貼近學生生活經驗，並藉由限制式寫作之擴寫及仿寫題型設計，提升學生文句表達、內容思考、組織結構這三方面的能力；並考量學生程度，採用自編教材。
四、課程實施以16節課分兩階段進行，大致呼應課程設計之構想與目標。惟亦發現部分有待改進之處，如何提高學生參與、增加討論機會等。
五、課程評鑑結果能提供課程回饋的資訊，並依文句表達、內容思考、組織結構及基本能力等四個面向的探討顯示學生的寫作能力有提升。

關鍵字

記敘文 ； 限制式寫作 ； 行動研究

並列摘要

The purpose of this research is to solve the problems teachers encountered in the teaching of writing by exploring the history and impact of the limited writing used in the narrative writing course. Elementary-level six graders are engaged in this action research study, where limited writing curriculum designed and implemented by using narrative writing to describe a person, event, object or place. Data in this study are collected through interviews, observations and data analyses. The results and impacts of the curriculum design are identified by evaluation after each implementation, in order to build the next iteration of the study.

Results of this study are concluded as follows:
1. Although scenario analysis shows that the research field benefit from having Yushan Library, Philanthropic Library, large campus and teachers supporting language teaching, but still, it has disadvantages needs to overcome, such as students' lacking of cultural stimulation, their parents having no respect for the composition learning and not easy to learning cooperatively.
2. There are several problems we have identified in the two phases of curriculum from the evaluation of pre-writing and the first phase of limited writing. The problems of first phase are writing style too colloquial, improper selection of materials and bad paragraphs convergence. The problems of second phase are poor vocabulary, flat writing and dull paragraph (arrangement).
3. Curriculum design, using narrative writing, benefits from closing to students’ living experiences. It can improve their abilities in expression writing, content thinking, organization and structure writing, and fundamental skill. Considering the level of students’ writing ability, customized teaching materials were used.
4. Curriculum implementation schedules 16 lessons in two phases, roughly matches the conception and objectives of the curriculum design. However, there are still things which can be improved, including students’ activities of engagement and discussion.
5. Curriculum evaluation can provide feedback information. Through the examination in expression writing, content thinking, organization and structure writing, and fundamental skill, we found student’s writing ability improved.

並列關鍵字

narrative ； limited writing ； action research

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