| 摘要: | 本作文行動研究，旨在以具體的作文寫作技巧，來輔助國中第一線國文教師做作文教學，並且提升國三學生的寫作能力，以會考作文的成果，作為檢證的最佳有效證據。 筆者因應國三學生複習考作文之困擾，並參酌會考之寫作規準，而陸續地研擬出相對應的八項寫作技巧，並且整合為一整套之作文教學系統。此作文教學系統之八項寫作技巧，分別是立意取材之審題教學、延伸思考教學、反向思考教學、影片教學等四項，組織結構之起承轉合示範教學、草擬大綱教學等兩項，遣詞造句之用字遣詞（成語）訓練、修辭造句訓練等兩項。 而檢證主要是採取三角交叉檢證。第一階段先以此八項寫作技巧，檢證歷次的複習考作文卷之成效；第二階段則整合筆者給予學生的問卷回饋，做為寫作技巧之成果證據；第三階段則將學生最後會考作文的成績，與第一階段作文卷、第二階段問卷做交叉檢證，以資證明筆者所研擬之寫作技巧，是可以提升學生於會考寫作之表現。 為求謹慎，筆者亦將所研擬之作文教材教法，拿來使用在類似等級水準之學生身上，其表現成果更佳。並且將實驗筆者之作文教材教法班級，與非實驗作文教材教法之其他類似等級水準的五個班級共同比較，其目的便是提供提升寫作的更多證據。 此項作文行動研究，筆者除了為因應學生寫作困擾，而配合寫作規準研擬出寫作技巧來提升學生寫作能力外，還意外地發現教師本身閱卷之問題與提升教師閱卷之能力。 故此作文行動研究後，不但研擬出一套可以提升學生作文表現的教材教法供日後教學使用，更藉此提升筆者本身閱卷之能力。
This essay on action research aims to assist the frontline Chinese teachers in the middle school to do composition teaching with specific essay writing skills, and to improve the writing ability of the third graders, using the results of the essay writing on CAP (Comprehensive Assessment Program for Junior High School Students) as the best valid evidence for verification. In response to the troubles of third graders doing the composition part on mock tests, and in reference to the writing standards of the test, the author has successively developed eight corresponding writing skills and integrated them into a complete set of composition teaching system. The writing skills of this composition teaching system are: examination teaching, extended thinking teaching, reverse thinking teaching, film teaching, organizational structure demonstration teaching, drafting outline teaching, idiom training, rhetorical sentence training. This paper adopts the triangulation. In the first stage, the eight writing skills are used to verify the performance of the previous test composition. The second stage integrates the author's questionnaire feedback to the students as evidence of the writing skills. In the third stage, the students final essay scores will be cross-validated with the first stage essay and the second stage questionnaire to prove that the author's writing skills can enhance the performance of students in the essay writing on CAP. In order to be cautious, the author also applied this essay teaching method to students of similar level. The author compares the class using this essay method with five other classes of similar level to provide more evidence for improving the writing level. In this study, in addition to solving the students' problems in writing, the author also unexpectedly discovered the problem of the teachers' own review, and can improve the ability of teachers to read the paper. Therefore, after this action research, the author not only developed a teaching method that can improve the performance of students' essays, but also improved the author's ability to read papers. |
