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題名:結構性過程取向寫作教學對國小作文低成就學生寫作學習效果之研究
作者:劉明松 引用關係
作者(外文):Liu Ming Sung
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
指導教授:許天威
蕭金土
學位類別:博士
出版日期:2003
主題關鍵詞:結構性過程取向寫作教學國小作文低成就學生寫作能力寫作歷程寫作態度寫作品質structural process-oriented writing teachingwriting underachievers of elementary schoolwriting abilitywriting processwriting attitudewriting quality
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結構性過程取向寫作教學對國小作文低成就學生
寫作學習效果之研究
摘 要
本研究旨在探討結構性過程取向的寫作教學對國小作文低成就學生在寫作能力、寫作歷程認知、寫作態度及作文品質等方面影響之效果。研究樣本為國小五年級學生,從中篩選出36名作文低成就學生,並以隨機分派成實驗組和控制組,其中實驗組接受實驗處理,控制組則在原班級接受平常之教學。本研究主要結果如下:
一、 在兒童寫作能力測驗的效果方面
(一)在整體表現上,二組受試學生在「兒童寫作能力測驗」的表現上有顯著差異存在。
(二)在描述能力上,二組沒有顯著差異存在。
(三)在組織能力上,二組沒有顯著差異存在。
(四)在編修能力上,二組有顯著差異存在。
二、 在寫作態度方面,二組在「寫作態度量表」上的得分,有顯著差異存在,即實驗組學生對寫作抱持較正向的態度。
三、 在寫作歷程方面,二組學生在「寫作歷程量表」上的得分,有顯著差異存在,實驗組在寫作歷程認知之表現較優。
四、 在作文品質的效果方面
(一)在立即效果上
1.就整體而言,二組學生在作文成績上,有顯著差異存在。
2.在「基本機能」上,二組未達顯著差異。
3.在「組織結構」上,二組達到顯著差異。
4.在「內容思想」上,二組未達顯著差異。
5.在「可讀性」上,二組達到顯著差異。
(二)在保留效果上
1.二組間之比較
(1) 就整體言,二組學生在作文成績上有顯著差異存在。
(2) 在「基本機能」上,二組未達顯著差異。
(3) 在「組織結構」上,二組達到顯著差異。
(4) 在「內容思想」上,二組未達顯著差異。
(5) 在「可讀性」上,二組達到顯著差異。
2.各組二次寫作之比較
(1)實驗組二次作文成績,皆未達顯著差異;然就平均分數來看,在「基本機能」、「內容思想」及「總分」方面,第二次較第一次進步,其他二分項則是第一次優於第二次,但相差極微。
(2),控制組二次作文成績,除「組織結構」達到顯著差異,其餘四項皆未達顯著差異。就平均分數來看,各分項皆是第一次較第二次的成績為優。
五、受試師生對於本次實驗教學活動與課程安排感到滿意。
本研究根據研究結果,分別對教育行政單位、寫作教及未來研究等方面提出建議。
The Effect of Structural Process-oriented Writing Teaching for Writing Underachievers of Elementary School
Abstract
The purpose of this study is to investigate the effect of structural process-oriented writing teaching on writing skill, attitude, cognition, and writing quality for writing underachievers of elementary school. The subjects consisted of 36 fifth graders. They were sampled from Jui-Hsiang Elementary School of Kaohsiung city by utilizing Writing Ability Test, CBM Writing Test, and SPM IQ Test, and assigned randomly to experimental group and control group. The experimental groups were treated with structural process-oriented writing teaching for 2 months, and the control groups are not.The results of this study indicate as follows:
1. In Writing Ability Test, there was significant difference between experimental group and control group. The experimental group’s scores on 〝the ability of text description〞, 〝the ability textual organization〞and 〝the ability textual correction〞of this Test, were all higher than the control groups. Thus, there was effect on structural process-oriented writing teaching to improve the writing skills of elementary writing underachievers.
2. In Writing Process Scales, there was significant difference between experimental group and control group. There was effect on structural process-oriented writing teaching to improve writing cognition for writing underachievers.
3. In Writing Attitude Scales, there was significant difference between experimental group and control group. There was effect on structural process-oriented writing teaching to improve positive writing attitude for elementary writing underachievers.
4. In Composition Grade Scales, there was significant difference between experimental group and control group. The experimental group’s scores on 〝the basic writing skills〞, 〝the textual organization〞, 〝the text〞, and 〝the textual readability〞of this Scales, were all higher than the control groups. Thus, there was effect on structural process-oriented writing teaching to improve the writing quality of elementary writing underachievers.
Finally, implications and future studies, writing instruction were discussed.
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