寫作能力是重要的，符合學生認知發展進行寫作教學方式是教師 需要掌握的，寫作的認知歷程涉及陳述性知識與程序性知識，陳述性 知識包含與寫作主題相關的知識與文章基模知識，程序性知識則是將 寫作視為問題解決的歷程，在計畫、轉譯與回顧的歷程中逐步的解決 寫作問題。對於知識的表徵，Anderson 提出了「思想適應性控制」 （Adaptive control of thought，ACT）之理論，該理論不斷的修正， Anderson 隨後於1993 年所提出的ACT-R 模式，增加了R（rational）， 以意元表徵陳述性知識，並以生產性原則作為程序性知識的基本單 位，結合兩者的觀點，教師在指導國小學生進行寫作時，需活化學生 陳述性知識、培養學生程序性知識、協助學生同時兼顧長期記憶與工 作記憶系統的運作，並嘗試以編碼特定性來激發學生寫作相關經驗， 在此歷程中，協助學生掌握寫作焦點，突破寫作的困難。

Since writing skill displays students’ ability, teacher’s knowledge of writing would be needed in helping the students to learn writing. To write, students need to combine the writing knowledge (topic, composition schema, process of writing, problems solving) in the writing process. Anderson’s ACT-R model offers a new approach: chucks are used to represent the declarative knowledge while productive rules are the basic units in procedural knowledge. By applying cognitive writing and ACT-R model’s perspectives in teaching, teacher would be able to active student’s declarative knowledge, cultivate procedural rules, set in operation children’s long-term memory and working memory at the same time, and take into consideration the encoding specificity in students’ writing instruction.