國小教師寫作教學方法與國小六年級學生寫作態度關係之研究-以澎湖縣、臺南市為例

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國小教師寫作教學方法與國小六年級學生寫作態度關係之研究-以澎湖縣、臺南市為例
著者: 張益芳; Chang, Yi-fang
吳新華; Xin-Hua Wu; 教育學系課程與教學澎湖碩士班
主題: 寫作教學方法; 寫作態度; writing instruction method; writing attitude
描述: 本論文研製之主要目的在了解國小教師實施之寫作教學法與國小六年級學生寫作態度之關係。自編「國小六年級國語文教師寫作教學方法調查問卷」及「國小六年級學童寫作態度量表」，以澎湖縣及台南市之師生為研究對象，進行問卷調查。所得資料以SPSS 軟體執行百分比、平均數、標準差、卡方檢定、單因子及多因子變異數分析，以獲得研究結果。主要發現如下：一、教師使用之寫作教學方法及其差異（一）沒有教師使用「限制式寫作教學」。（二）不同背景變項的教師，最多人使用的皆是「傳統作文教學」，各變項間無顯著差異。二、學生之寫作態度及其差異（一）此二縣市之學生的整體寫作態度尚可。（二）學生在寫作認知部分的態度最好，行為部分次之，情意部分最差。（三）女生的整體寫作態度顯著優於男生，在認知、行為及情意向度上皆顯著優於男生。（四）有補習作文者之整體寫作態度顯著優於沒有補習者，在認知及情意向度上顯著優於沒有補習者，在行為向度上無顯著差異。（五）此二縣市學生之寫作態度無顯著差異。三、教師寫作教學方法與學生寫作態度之關係（一）接受不同寫作教學法之學生的整體寫作態度有顯著差異，在認知、行為及情意向度上皆有顯著差異。（二）社會互動模式之教學優於認知歷程模式及直線模式。（三）接受「合作討論教學」之學生的寫作態度最佳，第二為「概念構圖教學」，第三為「創造思考教學」，第四為「傳統作文教學」，第五為「過程導向寫作教學」，最差者為「命題作文教學」。
The study aims to examine the relationships between elementary school teachers’ writing instruction methods and sixth graders’ writing attitudes. The subjects were the teachers and students in Penghu County and Tainan City. The data were collected from self-made questionnaires titled Writing Instruction Methods from Sixth-Grade Teachers and Writing Attitudes of Sixth Graders, and analyzed by SPSS for percentage, means, standard deviation, Chi-square test, one-way ANOVA and multi-way ANOVA. Major findings were presented as follows: 1. Teachers’ writing instruction methods and their differences (1) None of the teachers used “Limited Writing Instruction.” (2) In terms of teachers’ background variables, the most employed was “Traditional Composition Instruction,” with no significant difference among the variables. 2. Students’ writing attitudes and their differences (1) The general writing attitudes from the two areas were just satisfactory. (2) Best writing attitude was shown in cognition domain, followed by performance domain; and the least in affection domain. (3) As a whole, female students showed significantly better writing attitudes than male students, in all of cognition, performance, and affection domains. (4) Students with after-school writing classes had significance of better writing attitudes than those without, both in cognition and affection domains, but no significant difference was found in performance domain. (5) There was no significant difference in the writing attitudes between the students in the two areas. 3. Relationships between teachers’ writing instruction methods and students’ writing attitudes (1) Students under different writing instruction showed significant difference in the general writing attitudes, in all of cognition, performance, and affection domains.(2) “Social Interaction Model” was superior to both “Cognitive Process Model” and “Linear Model.” (3) Students under “Cooperative Discussion Instruction” showed best writing attitudes, followed by “Concept Mapping Instruction,” “Creative Thinking Instruction,” “Traditional Composition Instruction,” and “Process-directed Instruction” in sequence. The worst was “Proposition Instruction.”Key Words: writing instruction method, writing attitude
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建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2598
資源來源: NUTN IR

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國小教師寫作教學方法與國小六年級學生寫作態度關係之研究-以澎湖縣、臺南市為例

張益芳; Chang, Yi-fang 吳新華; Xin-Hua Wu; 教育學系課程與教學澎湖碩士班 2009

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