國民中學實施「看圖作文」寫作教學之研究
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2006
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國民中學實施「看圖作文」寫作教學之研究摘要
本研究旨在探討實施「看圖作文」寫作教學，對國中學生寫作表現之影響，並根據實施結果，發展適合國中學生實施「看圖作文」寫作教學之教材設計，具體呈現實施過程中所遭遇的困難及限制，提供國中國文教師實施寫作教學之參考。
本研究以質性研究為主要取向，以台北市湖畔國中（匿名）九年級一個班級39位學生為研究對象。研究者即寫作教學實施者，於2006年9月至2007年1月間，共實施八次「看圖作文」寫作教學。透過文件分析、訪談、問卷、觀察等方式蒐集資料，並進一步分析、詮釋這些資料背後呈現的意義。根據研究結果，獲得以下結論：
壹、實施「看圖作文」寫作教學，能增進學生的寫作態度。
貳、實施「看圖作文」寫作教學，能提升學生的寫作表現。
參、設計「看圖作文」寫作教材時，應鎖定單項寫作能力。
肆、選擇開朗、樂觀之圖畫主題，有助提高學生寫作興趣。
伍、國中階段適合實施「看圖作文」寫作教學。
最後，本研究根據研究結果與討論，並結合相關文獻，對國中教師及未來相關研究者提出具體建議，作為推動寫作教學活動、發展寫作教學策略之參考。
關鍵詞：看圖作文、寫作教學、寫作表現
A Study on Picture Aided Composition Instruction in Junior High School Abstract The purpose of the present study was to explore the influence of picture aided composition instruction on the writing performance of junior high school students. And also teaching materials of picture aided composition instruction were developed based on the study. Difficulties and restriction when conducting this study were presented. Qualitative approach was adopted in this study. 39 ninth graders in a lakeside junior high school in Taipei served as participants. Eight writing classes were exercised from September, 2006 to January, 2007. Data was collected through observation, text analysis, interviews, and questionnaires. The following conclusions were drawn from the result of analysis: 1.A positive attitude toward composition writing was enhanced through picture aided composition instruction. 2.Composition writing performance was improved through picture aided composition instruction. 3.Single particular writing ability should be focused when designing writing materials through picture aided composition instruction. 4.Happy and optimistic pictures were strongly suggested to raise students’ interest to write. 5.Picture aided composition instruction was found practical in junior high school. Suggestions were proposed hoping to aid developing composition instruction strategies for junior high school teachers as well as future researches. Keyword: picture aided composition, composition instruction, composition writing performance
A Study on Picture Aided Composition Instruction in Junior High School Abstract The purpose of the present study was to explore the influence of picture aided composition instruction on the writing performance of junior high school students. And also teaching materials of picture aided composition instruction were developed based on the study. Difficulties and restriction when conducting this study were presented. Qualitative approach was adopted in this study. 39 ninth graders in a lakeside junior high school in Taipei served as participants. Eight writing classes were exercised from September, 2006 to January, 2007. Data was collected through observation, text analysis, interviews, and questionnaires. The following conclusions were drawn from the result of analysis: 1.A positive attitude toward composition writing was enhanced through picture aided composition instruction. 2.Composition writing performance was improved through picture aided composition instruction. 3.Single particular writing ability should be focused when designing writing materials through picture aided composition instruction. 4.Happy and optimistic pictures were strongly suggested to raise students’ interest to write. 5.Picture aided composition instruction was found practical in junior high school. Suggestions were proposed hoping to aid developing composition instruction strategies for junior high school teachers as well as future researches. Keyword: picture aided composition, composition instruction, composition writing performance
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看圖作文, 寫作教學, 寫作表現