本研究旨在分享教師為學生建立讀寫結合的學習檔案設計，並探討試行的結果。研究採用了兩種方法：定量研究方法（問卷調查）和定性研究方法（訪談）。研究結果發現：這次試行的效果很理想。學生在建立檔案過程中，能掌握寫作遊記的技巧（包括結構和修辭），提升他們中文寫作的能力和自學能力。教師則認為這次學習檔案的試行，較以往單一的評量方式更靈活和有效，但他們也有很多憂慮，因此筆者在最後的部份提出一些建議。

This is the experience sharing of two Chinese language teachers, helping students to develop the portfolios related to the thematic approach in Chinese Language lessons in order to enhance students' Chinese writing ability. It is hoped that this experience can help teachers to have more ideas in the use of portfolios in their classrooms. The study employed a combination of quantitative and qualitative methods, with data being collected through questionnaires and interviews. Finding indicates that students are able to master their writing skills in the process of developing portfolio. Students' writing and self-learning ability have been enhanced in the process of self-assessment and the peer–assessment activi-ties. Teachers point out that the use of portfolio can be more effective in assess-ing students' learning. However, they encounter some problem. On the basis of the major results, this study also makes suggestion in the conclusion.