體驗學習融入國小五年級作文教學之研究

The Study of Integrated Experiential Learning on Fifth Graders’ writing instruction

陳雅俐(Ya-li Chen)

指導教授 ： 陳姚真 博士

國立中正大學/教育學院/教育學研究所/碩士(2012年)

摘要

本研究旨在探討體驗學習融入作文教學對國小五年級學生的寫作表現與寫作態度之影響；了解學生接受此教學策略之寫作歷程與感受。本研究採準實驗研究法，以嘉義市某國小五年級兩班學生為研究對象，一班為實驗組，進行體驗學習融入作文教學法；一班為對照組，進行傳統作文教學法。全部實驗為期六週，共計51節課。兩組學生於教學進行前、後均接受「寫作態度量表」與「作文評定量表」的測量，並以課室觀察及文本內容分析學生的寫作歷程，再藉由課程回饋問卷與訪談了解學生對此教學的看法。最後針對本研究的限制進行說明，並依據研究結果提出具體建議，供學
校教師進行教學與未來研究之參考。
本研究結論如下：
一、體驗學習作文教學能有效提升學生的寫作能力，且實驗組的寫作表現包含內容思
想、組織結構、文句表達及基本技巧等向度皆顯著優於對照組。
二、體驗學習作文教學不僅可以提昇學生正向的寫作態度，尤其是寫作情感與寫作態
度的整體表現顯著優於一般傳統寫作教學法的學生態度表現。
三、體驗學習融入作文教學有助於學生的寫作歷程表現，體驗、反思、歸納及應用在
每個寫作階段都是一個不斷循環的歷程，透過這樣的教學模式，學生在寫作的內
容思想、文章組織、文思構築及修辭的應用方面都有顯著的進步。
四、學生對體驗學習融入作文教學持正向的回應，不但提升了學生的寫作興趣，並且
增強學生的寫作動機。

關鍵字

體驗學習 ； 作文教學 ； 寫作表現 ； 寫作態度

並列摘要

The study is aimed to explore the effect of integrated experiential learning on fifth graders’ writing performance and writing attitude. In addition, the data about the students’ writing process and reception about the strategic teaching method were also collected.
A quasi-experimental research method was applied to collect data from two classes of fifth graders in Chiayi City. One class was sampled as experimental group, adopting experiential learning method and the other class as a control group, using traditional writing teaching method. The study took up six weeks, involving three-times writing activities. All the subjects were evaluated in the pre-test and post-test through the tools of “Writing Attitude Scale” and “Writing Estimation Form”. In addition, in-class observation and content analysis on the students’ writing process, the feed-back questionnaire and after-study interview about the impact of the study on the students were also applied. Finally, some limitations and suggestions about the study were also stated for future study.
The conclusion of the study includes:
First, the method of experiential learning can facilitate the fifth graders’ writing ability. The experimental group showed much better than the control group in content design, context construction, wording, and basic writing skills.
Second, the method of experiential learning can facilitate the students’ positive writing attitude, supported by the better performance of emotion and attitudes from the experimental group.
Third, the method of experiential learning helped better writing process involved in different writing stages, which are supposed to recycled continuously. This was supported by the better writing framework and rhetoric from the experimental group.
Fourth, the students had positive reactions on the method. The results showed that the method improved the students’ writing interests and reinforced their writing motivation as well.

並列關鍵字

experiential learning ； writing instruction ； writing performance ； writing attitude

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