本研究旨在探索小學生默書時寫字的表現。研究對象為一所香港小學的106 位小三學生。本研究蒐集他們在一個學期、12節默書課中的寫字樣本，樣本中學 生共寫1,441個字。研究採用描述及推論統計的分析方法，結果主要有四：（1） 他們能正確寫出大多數（約九成）的字；（2）錯字類型非常多樣；（3）他們書 寫一字的義符與聲符時，會出現不同類型的錯誤；（4）不少的錯字類型與他們 能否寫出一字的細節有關。本文探討學生在寫字教學後的表現，盼望對於老師如 何教寫字有所啟發。

This study aims at exploring student writing of Chinese characters at their teachers’ dictation in a primary school in Hong Kong. Sample writings of 106 Primary 3 students produced in 12 dictation lessons were collected over a school term. The students wrote a total of 1441 characters. Both descriptive and inferential statistics were used to analyze the student writings. The main results are: First, the students correctly produced a large majority of about 90% of the characters at the dictation. Second, the categories of errors that the students made in writing the characters were diverse. Third, the students made a different combination of errors in writing the semantic and phonetic radicals of the characters. Fourth, a considerable portion of their errors was related to whether they were able to reproduce the specifics of the characters. This study examines the performance of the students after they have been taught to write, hoping to have direct implications to how teachers should teach students to write.