| 摘要: | 寫作在語文領域中是至關重要的一環。然而，國小學生在寫作時，時常會有寫作障礙與缺乏想法等問題，若學生經常遇到這些寫作困難，會降低他們的寫作興趣、寫作動機、產生負面態度，從而養成低效的寫作習慣。
因此，本研究基於「興趣驅動創造者理論」設計與實踐「習慣寫」學習活動，給予學生在寫作前建立目標與創作的學習環境。藉由活動中師生擬定題目階段，其包括教師擬定與學生自訂題目的方式，學生從中自主選擇感興趣的題目撰寫，其結合了主題式自由寫的元素，讓學生在寫作過程中自由撰寫，想到什麼就寫什麼，為學生提供一個自由創作的機會，並為教師與學生提供輔助工具，用於觀看與儲存寫作內容。本研究期望能透過此活動培養學生的寫作興趣與寫作習慣。
本研究實驗對象為國小三~五年級，包括3位語文老師與32名學生，進行為期近一學期的活動。在每間教室中皆提供閱讀書籍，以提供每位學生獲取主題相關知識，且都具備平板電腦與無線網路能使用科技輔助工具。本研究將於活動前後，蒐集問卷調查與手札寫作資料，並分別對教師與學生訪談，以了解學生透過此活動對於寫作興趣、寫作習慣的影響和了解學生的寫作表現與活動觀感，以及了解教師對於此活動的看法與建議為何。
透過寫作興趣問卷、活動觀感問卷以及寫作習慣問卷，並使用描述性統計和成對樣本t檢定來分析結果，輔以半結構式訪談進行討論。研究結果發現，「習慣寫」活動對學生的寫作興趣有顯著正面的影響，教師與學生皆認為「習慣寫」活動有助於提升學生的寫作興趣、寫作習慣與寫作表現，並對於該活動有正面的觀感。
;Writing is a crucial aspect of language area. However, elementary school students often face barriers to writing and a lack of ideas. If students frequently encounter these writing difficulties, it can reduce their writing interest and motivation, create negative attitudes, and lead to the development of inefficient writing habits.
Therefore, this study designed and implemented the "Habitual Writing" learning activity based on the "Interest-Driven Creator Theory," providing students with a goal-setting and creative learning environment before writing. During the activity, teachers and students collaboratively set topics, including both teacher-assigned and student-chosen topics. Students autonomously select topics of interest to write about, incorporating elements of free writing, allowing them to write freely about whatever comes to mind. It provides students with opportunities for free creation and offers both teachers and students tools to view and store writing content. This study aims to cultivate students′ interest in and habits of writing through this activity.
The subjects of this study were third to fifth-grade elementary students, including 3 language teachers and 32 students, who participated in the activity for nearly a semester. Each classroom was equipped with reading materials to provide students with topic-related knowledge and had tablets and wireless internet to use technological aids. The study collected questionnaires and writing data before and after the activity, and conducted interviews with both teachers and students to understand the impact of the activity on students′ writing interest and habits, as well as their writing performance and perceptions of the activity. Additionally, the study gathered teachers′ views and suggestions on the activity.
Using writing interest questionnaires, activity perception questionnaires, and writing habit questionnaires, along with descriptive statistics and paired-sample t-tests for analysis, supplemented by semi-structured interviews, the study found that the "Habitual Writing" activity had a significantly positive impact on students′ writing interest. Both teachers and students believed that the activity helped enhance students′ writing interest, writing habits, and writing performance, and had a positive perception of the activity. |
