故事文法教學國小寫作困難學生寫作表現之研究

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故事文法教學國小寫作困難學生寫作表現之研究
著者: 林佳杏; Lin, Chia-Hsing
楊憲明; Sian-Ming Yang; 特殊教育學系碩士班
主題: 故事文法教學; 寫作困難; 寫作表現; writing performance; story grammar instruction; writing difficulties
描述: 本研究之目的為探討故事文法教學對寫作困難學生寫作表現之影響。本研究採準實驗設計之等組後測設計，以台南縣某國小四、五年級普通班級中具有寫作困難之學生為研究對象，採「故事體文章」進行故事文法教學，再以自編的「故事編寫評定量表」評量受試者的寫作表現，並進一步分析在不同詞彙能力所得成效之差異，最後以二因子變異數分析，進行統計考驗，探討故事文法教學成效。本研究結果如下：ㄧ、故事文法教學對寫作困難學生故事編寫之寫作表現，實驗組和控制組有顯著差異：1. 在故事編寫評定量表之整體表現上，實驗組顯著優於控制組。2. 在故事編寫評定量表之「故事文法結構」上，實驗組顯著優於控制組。3. 在故事編寫評定量表之「內容思考」上，實驗組顯著優於控制組。二、故事文法教學對不同詞彙能力之寫作困難學生故事編寫能力之影響：1. 不同詞彙能力之寫作困難學生在故事編寫之整體表現有顯著效果。2. 故事文法教學與寫作困難學生之詞彙能力在故事編寫表現上沒有交互作用存在。本研究除針對上述研究結果加以討論之外，並綜合結論與研究限制提出實際教學及未來研究上之相關建議。
The purpose of study was to explore the effects of the story grammar instruction on the writing performance of elementary students with writing difficulties through the quasi-experimental posttest design with two equivalent groups. The subjects of this experiment were fourth- and fifth-grade students with writing difficulties of elementary school in Tainan County. “The Written Story Rating Scale” was designed to understand the students’ writing performance.In order to explore the effects of the story grammar instruction and explicate the interactions between the story grammar instruction and vocabulary abilities, results of these data were analyzed by two-ways ANOVA. Results of this study were concluded as follows:1. The “story grammar instruction” did produce significant effects on writing performance.(1) The experiment group scores significantly higher than the control group on the total score of writing performance.(2) The experiment group scores significantly higher than the control group on the score of “story grammar”.(3) The experiment group scores significantly higher than the control group on the score of “content”.2. The effects on the writing performance between the story grammar instruction and elementary students’ different vocabulary abilities were concluded as fallows：(1) The students with different vocabulary abilities show produce significant effects on writing performance.(2) No significant interactions were found between story grammar instruction and students’ vocabulary abilities. The results indicated that the story grammar instruction increased writing performance of students with writing difficulties. According to the findings above, the study also combines the conclusions and limitations to provide advice for practical teaching and future studies.
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建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4153
資源來源: NUTN IR

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故事文法教學國小寫作困難學生寫作表現之研究

林佳杏; Lin, Chia-Hsing 楊憲明; Sian-Ming Yang; 特殊教育學系碩士班 2006

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