作文指導への思考マップの導入の可能性―「作文Ⅰ」の授業での実践から―

在台灣一般認為初中級的學習者，應可以能運用既習文型及單字，來進行日文寫作的，故台灣的日語寫作課大多始於初中級的階段。但實際上，在從事作文教學時，發現學習者的日文寫作問題，除了語彙、句型的誤用之外，最常看到的就是文章寫作的構成能力。在作文寫作的指導中，常聽到「寫作能力即是思考能力（齊雄2004）」。換句話說，要培養寫作能力必先培養其構思能力。因此，筆者決定指導學習者寫作之前，先要求學習者以「構思圖」先整理其寫作之大網。本論文會先明示其指導之方法後，再進一步探討思考圖和學習者作文之相關性；最後從學習者的觀點去探討「構思圖」運用於作文寫作時的有效性有何。其調查結果顯示，運用「構思圖」後，學習者的作文在構成上都變得較沒有問題。另外，從「構思圖」中，可以看出其作文的整體故事性的作品，在作文寫作比較順暢。另外根據28名學習者針對「構思圖」對寫作的影響時，提到「構思圖」可幫助「思考脈絡的整理」「明確地掌握寫作內容的順序」「能掌握到全文的流程」「縮短寫作時間」等。由以上的結果，可得知「構思圖」的導入，對學習者的寫作是有幫助的。

關鍵字

文章指導；構思圖；文章寫作能力；故事性

並列摘要

It is widely believed that Japanese language learners in Taiwan, at the beginner-intermediate level are able to write with certain patterns and vocabularies. Moreover, most writing course are taught based on the beginner-intermediate level. While teaching writing, however, it is obvious that most learners not only misuse vocabularies and sentences but also lack composition ability. ”Writing ability the ability to think” (Saito, 2004) is frequently highlighted when it comes to writing instructions. In other words, ideas contemplation training is prior to writing training. Therefore, the writer decides to ask student to work on the outlines using ideas chart before composing articles. The research points out all instructions clearly at first, then moves on to the relevance in between idea charts and articles, with a finishing touch of examining idea chart effectiveness to writing from the students' perspectives. Results indicate that after using idea charts, students have less trouble composing. Ideas also flow smoothly in the story-telling type articles in the idea charts. In addition, 28 students find it beneficial to use idea chart, owing to it helps ”thoughts and concepts organizing,” ”master content orders clearly,” ”hold control of writing flow” and ”minimize writing time period.” In short, implementing idea chart is useful to students' writing abilities.