高中生寫作表現與作文長度、寫作創意之研究

Abstract

本研究旨在探討高中學生寫作表現，分別與作文長度及寫作創意之關係，並了解各項寫作創意指標對寫作表現的預測力。為達研究目的，研究者以立意取樣方式選取臺北市、宜蘭縣三所公私立高中三年級三個班級共116 名學生為樣本，並設計以「如果……」為篇首之引導寫作，請參與研究學生在一堂課50 分鐘內，完成一篇自訂題目之作品。經此而取得進行後續分析之寫作樣本，共116 份。本研究繼而針對寫作樣本進行三項評量，首先，邀請三位高中教師進行「寫作表現」評量，間隔二個月後，再進行「寫作創意」評量；而「作文長度」則依其定義利用電腦計算出各項得分。全部所得資料經描述統計、多元迴歸等統計方法分析後進行討論，最後獲致研究結論。結果發現「流暢」與「總字數」等二項指標，可共同有效預測高中生寫作表現，其中又以「流暢」具備高達41.0% 之解釋量。細項指標中「句型豐富」、「總字數」與「文意通順」等三項指標，可共同有效預測高中生寫作表現，其中又以「句型豐富」具備高達43.0% 之解釋量。最後，本文建議教師，可多引導學生從日常生活融入發展與表現創意的習慣；並鼓勵學生，盡量表現句型豐富之作品特徵，而且文章篇幅不可過短。

The purposes of this study were to investigate the writing performance in terms of length and linguistic creativity, and examined factors that predict writing performance. Subjects were 116 12th grade students from 3 senior high schools in Taipei City and Yilan County and they were asked to start writing with the “if” sentences in class during a 50 minutes period. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, and stepwise regression. The major findings were as follows: 1. A combination of “fluency” and “number of total words written” factors could help predict writing performance with 54 % accuracy. 2. A combination of “sentence variety”, “number of total words written”, and “sematic coherence and flow smoothness” could help predict writing performance with 64% accuracy. The above findings provide an important reference for teachers in writing instruction and future research.