本研究旨在探討不同寫作表現的國小學童在寫作歷程中所表現出的後設認知行為之差異。十二名不同寫作表現的國小六年級學童以放聲思考的方式進行寫作，然後他們在寫作歷程中所出現的口語及行為紀綠被轉譯為原案，並加以分析。 結果顯示，不同寫作能力學童在計畫、轉譯及回顧各階段的後設認知行為次數並無太大差異。他們都很少在寫作前設定寫作目標或構思段落，在寫作時他們注意的是字詞及標點符號的使用，很少會去檢視所寫內容是否符合題意及計畫，而在文章完成後他們也不常回顧全文，且在修改作品時，多只針對字詞而非文章整體結構進行修正。由這些結果看來，無論是何種寫作能力的國小六年級學生，其寫作模式都仍屬於生手的知識陳述模式。

　　　　　The purpose of this study is to compare the metacognitive behaviors during writing process among the sixth graders of different writing ability. Twelve children from an elementary school in Pingtung were asked to think aloud while they were writing. Then the metacognitive behaviors that appeared in their verbal and behavior protocols were compared. The results suggested few differences among the three writing groups in the total number of the metacognitive behaviors in the planning, translating, or reviewing stages of writing. Before writing, the children seldom set writing goal or planned for the main idea of each paragraph. During writing, they focused on the usage of words and punctuation, but they did not consider whether what has been written was consistent with the title. After they finished writing, most of the children did not review what they wrote. For those who did look back and make corrections, the changes were made in the word level rather than the semantic level. These results indicated that the writing behaviors of these sixth graders as a whole were very similar to the knowledge-telling model of the writing novices.