國小二年級讀寫整合教學之研究

A study of integrated reading and writing instruction for 2th grade students

龔玉雲(Yu-Yun Gong)

指導教授 ： 連啟舜

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究目的在探討「讀寫整合教學」，對國小二年級不同閱讀能力學生寫作能力的影響，以及適用於二年級課程本位寫作測量的評量項目。研究設計為不等組之準實驗研究設計，研究對象為雲林縣某國小二年級三個班的學生，分為「讀寫整合教學組」、「寫作歷程教學組」與「一般寫作教學組」，每組學生再分高閱讀理解能力與低閱讀理解能力。三組分別實施八週不同的教學介入，教學實驗之後，施以自編課程本位寫作測量，測驗結果以「二因子變異數分析」做資料處理，探討不同教學介入，對不同閱讀理解能力學生寫作能力的效果。
研究結果發現：
一、「總字數」和「相異字」都是適合二年級課程本位寫作測量的評量項
目。
二、「讀寫整合教學」可以提升二年級學生寫作的總字數。
三、「讀寫整合教學」可以提升二年級學生寫作的相異字數。
四、對於高閱讀理解能力學生的成效，「讀寫整合教學」優於「寫作歷程
教學」與「一般寫作教學」。對於低閱讀理解能力學生，則三種教學
模式沒有差異。
最後，根據本研究的結果及結論，提出教學及未來研究的建議。

關鍵字

課程本位寫作測量 ； 文章結構 ； 寫作歷程 ； 讀寫整合

並列摘要

The purpose of this study was to investigate the effects of integrated reading and writing instruction , and the validity of curriculum-based written assessment on second graders.
This study was an unequal quasi-experimental design for 8 weeks. The participants were selected from a public elementary school in Yunlin County, and divided into 3 groups: integrated reading and writing instruction, writing process instruction and traditional writing instruction. Then each group was divided into 2 subgroups: high-reading and low-reading ability. The results were summarized as follows:
1. The total number of words written and the number of different words are
both suitable measurements for curriculum-based written task on second
graders.
2. Integrated reading and writing instruction can increase the total number
of words written on second graders’ writing.
3. Integrated reading and writing instruction can increase the number of
different words on second graders’ writing.
4. For the high-reading ability students, the effect of integrated reading and
writing instruction was better than writing process instruction and
traditional writing instruction. For the low- reading ability students, there is no difference between three groups.
Finally, implications and future studies for teachers and future studies were proposed.

並列關鍵字

Curriculum-Based Measurement in Writing ； Text structure ； writing process ； Integrated reading and writing

參考文獻

施秀美（2005）。仲介模式應用於讀寫教學之行動研究。國立台北師範學

林宛靜（2013）。國小二年級學生實施繪本讀寫結合之行動研究。私立淡

蔡銘津（2009）。寫作的構思策略及其在寫作教學上的應用。樹德人文社

張新仁（2008）。台灣地區中文寫作研究的回顧與展望。發表於澳門大

蔡慧美（2008）。整合大量閱讀與寫作教學之行動研究。國立嘉義大學