近八年國中會考六級分作文析論 以一○六〜一一三年國中會考為例

Abstract

本研究以民國一○六至一一三學年度國中教育會考六級分作文為研究對象，探討108課綱實施前後寫作命題方向變革與學生寫作能力成效。研究採用文獻研究法與內容分析法，分析近八年心測中心公布之七十四篇六級分樣卷，並比較南一、康軒、翰林三大出版社的寫作教學資源。分析會考命題由傳統文字引導式逐漸轉為圖表化與任務式寫作，學生寫作能力呈現多元化發展，但六級分比例低（最高1.83%，最低0.50%），零級分比例則上升。六級分樣卷評量標準包括立意取材、組織結構、遣詞造句及標點符號運用，樣卷多採用故事實例法、倒敘手法與修辭技巧，展現思辨與情感深度。教材資源雖豐富，卻缺乏系統性寫作教學單元。研究建議強化寫作教學設計，提升評量信度，並鼓勵學生從課文與生活經驗中提煉創意，以增進寫作能力與信心。

This study focuses on the sixth-level essays of the junior high school education examination from 2017 to 2024, exploring changes in essay prompt directions and students’ writing proficiency before and after the implementation of the 108 Curriculum. Employing literature review and content analysis, the study examines 74 Level 6 sample essays published by the Psychological Testing Center over eight years and compares writing teaching resources from three major publishers: Nanyi, Kangxuan, and Hanlin. Analysis reveals a shift in examination prompts from traditional text-guided to graphical and task-based writing, with students’ writing abilities showing diversified development. However, the proportion of Level 6 scores remains low (highest at 1.83%, lowest at 0.50%), while the proportion of Level 0 scores has increased. Evaluation criteria for Level 6 essays include theme and material selection, organizational structure, word choice and sentence construction, and punctuation. Sample essays frequently employ narrative examples, flashbacks, and rhetorical techniques to demonstrate depth of thought and emotion. Although teaching materials are resource-rich, they lack systematic writing instruction units. The study recommends enhancing writing instruction design, improving assessment reliability, and encouraging students to draw creativity from textbooks and life experiences to boost their writing skills and confidence.