國中學生寫作能力的學習潛能評估之分析研究

Abstract

本研究的目的在探討學習潛能評估對國中學生寫作能力的促進和區別效益，並進一步分析不同寫作能力學生所需介入協助的提示內容及對介入協助的反應，以診斷學 生的寫作問題。研究對象取自台北市西湖國中高寫作能力的學生和低寫作能力的學生各10 名，採二因子混合實驗設計。研究結果發現：學習潛能評估對低寫作能力者之寫作能力有顯著的促進效果，但對高寫作能力者則沒有顯著的提升效果。尤其低寫作能 力者在學習潛能評估中所需介入協助的提示量顯著多於高寫作能力者，而且其所需的協助類型較偏於錯別字、寫作格式和標點符號等機械層次。整體而言，高寫作能 力者所需中介協助多屬寫作計畫階段的提示內容，採對話討論的方式即能引導其思考及解決寫作的問題，而低寫作能力者在寫作的計畫及轉譯階段需要較多中介協助 的提示，且偏好直接給予建議或明確答案的提示內容，有較複雜的寫作問題。

The purpose of this study was to explore the effects of promotion and differentiation of writing ability on the assessment of learning potential for writing ability. The participants chosen were consisted of 10 high writing ability students and 10 low writing ability students from a junior high school in Taipei. This study adopted 2 （ability） x 2 （assessment stage） experimental design. Two-way mixed design analysis of Variance was used to verify the effects of promotion, and t-test statistics was used to test the effects of differentiation. Diagnostic interview data of writing process were analyzed by qualitative method. The results of this study indicated that the learning potential assessment promoted composing abilities in low writing ability students, while the high writing ability students would not. Furthermore, the low writing ability students needed more interventions than the high writing ability students. In addition, the learning potential assessment addressed this concern by providing direction for how and to what degree a student’s writing needed to be supported.