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題 名 | 不同寫作程度學生在過程寫作教學中的發展情形之探討=An Investigation on the Writing Development of Students with Different Writing Abilities in Process Writing Instruction |
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作 者 | 黃秀文; | 書刊名 | 國民教育研究學報 |
卷 期 | 5 1999.06[民88.06] |
頁 次 | 頁1-27 |
分類號 | 521.68181 |
關鍵詞 | 寫作程度; 學生; 寫作教學; |
語 文 | 中文(Chinese) |
中文摘要 | 藉由質的微觀分析法,本研究以一班小學四年級之不同寫作程度的焦點學生為參 與者,以一學期的時間,進行過程寫作教學的應用研究。焦點學生的作品品質、 寫作概念和態度的發展情形為本研究探討的重點。 本研究結果顯示,程度好的學生在寫作成品、概念、和態度士都一直都有不 錯的表現。程度中等學生之寫作成品進步最大,他們也具備丁更多約寫作概念, 在寫作態度上也都由原來的消極被動轉趨積極認真。寫作程度不佳的學生,他們 後來作品的段落安排較佳,內容較多,表達也較流暢,對於寫作標準也有較深一 層次的認知,但進步幅度不若中等程度學生來得大。根據研究結果,本研究指出 過程寫作活動對於學生的寫作動機和認知有相當正面的促進作用,然程度不佳的 學生需要更多的支持與協助,單靠環境刺激是不夠的。 |
英文摘要 | By means of the micro-analysis of the qualitative research method, this study investigated the implementation of process writing approach in one fourth-grade classroom for one semester. Focal students with different writing abilities were the participants. The central focus of this study was to explore the development of these focal students in their writing products, concepts, and attitudes. The results showed that good writers always kept good performance in their writing products, concepts, and attitudes. Students of ordinary talent made the most progress in their products. They also cognized more writing concepts and showed a more positive attitude toward writing. Poor writers' progress was not obvious even though their later writing was longer and more fluent and they exhibited a better understanding of writing standards. According to the results, the study indicated that process writing approach could stimulate students' writing motivation and cognition, but poor writers needed more support and assistance besides motivating environment. |
本系統中英文摘要資訊取自各篇刊載內容。