自我監控策略融入寫作教學對提升八年級學生寫作能力與寫作動機之行動研究

Abstract

本研究旨在探討自我監控策略融入寫作教學對提升八年級學生寫作能力與寫作動機之研究。本研究採用行動研究法，研究對象為研究者所任教之國中八年級學生27人，研究者本身就是教學者及研究觀察者。研究目的有三，一是發展自我監控策略融入記敘文寫作的教學方案。二是分析自我監控策略融入記敘文寫作教學方案對國中生寫作能力之影響。三是探討自我監控策略融入記敘文寫作教學方案對提升國中生寫作動機的可行性。為達研究目的，本研究所蒐集的資料有：學生寫作作品、教師教學省思札記、教學觀察紀錄表、問卷調查、個別訪談，以檢視自我監控策略融入寫作教學，對學生寫作能力及寫作動機的影響。資料分析結果歸納如下：一、自我監控策略之寫作教學方案可運用於國中生寫作。二、融入自我監控策略之寫作教學方案，對國中生寫作能力有提升效果。三、融入自我監控策略之寫作教學方案，對國中生寫作動機有促進效果，但不足以使國中生開始主動寫作。 根據上述研究結果，研究者提出相關建議，以做為未來在自我監控策略融入寫作教學時，在課程設計與教學實施的參考。

This study explores the implementation of self monitoring strategies integrated into writing instruction in an eighth-graders class. This study applied an action research approach.The participants consisted of 27 eighth-graders. The study was implemented for 7 weeks. The data were collected through student writing works, student interview records, class observation and teachers' teaching reflection notes, and scales of writing motivation and writing performance. The conclusions of this study were as follows: I. Self Monitoring Strategies writing instruction are appropriate for the junior high school students. II. Self Monitoring Strategies writing instruction can enhance the writing performance of the junior high school students with writing. III. Self Monitoring Strategies writing instruction can improve the writing motivation of the eighth-graders with writing. Butit wasn't enough to get junior high school students to start actively writing. Based on the above conclusions, the researcher proposes recommendations for self monitoring strategies writing instruction teaching and research to provide reference to practitioners or researchers.