本研究乃莫基於辭章學、章法學、語篇分析等理論基礎，以教育部課文本位精神，透過請寫主動概念，從課文閱讀深究教學入手，設計與課文結構相關的寫作教學活動，使學生能由讀而寫的運用，掌握安排辭章語篇條理的方法。其次，在寫作命題的設計上是以新式寫作之題型為主，由於新式寫作在佈題時，能針對所欲訓練的各種邏輯思維力來設計，使教師教學時更能聚焦。本文選擇小學常見的三種語篇邏輯結構：總括與條分的事理結構（凡目章法）、過去與現在的時間結構（今昔／先後章法）、正面與反面的對比式結構（正反章法）進行設計、實作與分析。研究發現，從課文分析入手，再到與課文結構相關的寫作教學設計，使教師在備課時，不僅較為省力，不必分別找不同的教材，亦能將讀與寫做統整規劃；而學生也能因為在進行課文的內容深究與形式深究時，學習課文謀篇布局的寫作技巧與美感效果，為寫作活動打下良好基礎。更重要的任務是透過讀寫結合的章法教學，幫助小學學習階段者建構謀篇布局的概念與技巧。

This article bases on the theories of organization of writing, literary work, and discourse analysis to analyze textbooks for elementary school and devise assignment of writing which involves the logical structure of textbooks by ＂Text- Based＂ and reading-writing interaction. It will help students to exercise the methods of organization of writing from reading to writing. The study is subject to the categories of the general and the specific, now and past, the positive and the negative. In accordance with the pattern of new-style writing, the author creates teaching materials for students to do the writing exercises, then reviews. Therefore, it is concluded that teachers can arrange teaching materials for reading and writing uniformly. Besides, such teaching of reading-writing interaction will help pupils to learn the methods of organization of writing.