本研究目的旨在於探討國小學童在紙筆、平板寫作上書寫語言的現況與差異，並試著找出在轉錄技能與書寫語言之間的中介因素。過去對中文寫作的研究，常聚焦於學生的寫作品質及各維度的寫作表現，近年來開始有學者對中文寫作的寫作歷程進行探究，包括字詞、句子、篇章層級的轉錄技能、執行功能及寫作產出間的高層次認知層次發展，並探討不同中介因素對寫作品質的影響。奠基於此，本研究探討書寫語言在語意、語法、詞類使用及注音符號使用、符號使用與錯誤類型等層面上的差異，並從相關因素中找出可能造成影響的中介因子。研究對象為桃園市兩所國小的三、五年級學童共55位。本研究以口語表達能力、打字熟悉度及詞彙、聽寫、抄寫、句法知識等寫作相關測驗，結合在紙筆、平板的作文書寫測驗，以蒐集同一學童在不同寫作工具上的寫作資料並進行分析。研究結果顯示（1）三年級學童在紙筆寫作上表現較平板寫作好；（2）三、五年級學童相較於紙筆寫作，在平板書寫上皆減少注音符號的使用；（3）紙筆、平板寫作皆會與聽寫、句法意識達顯著相關；及（4）整體學生的轉錄技能（聽寫）透過句法意識能提升平板寫作書寫語言，具部分中介效果。;The aim of this research is to investigate the distinctions among primary school students in their written language when using hand writing versus tablet, and to pinpoint the mediator that may influence the relationship between transcription skills and writing language. Prior studies on Chinese writing quality of students′ writing and various aspects of their writing performance. Recently, scholars have started delving into the writing process of Chinese characters, encompassing transcription skills at different levels such as characters, words, sentences, and discourse, executive functions, and the evolution of higher-order cognitive processes in writing generation. They have also begun exploring the effects of various mediating factors on writing quality. The participants included 55 third- and fifth-grade students. The research materials consisted of surveys from parents and teachers, assessments of language and writing skills, and writing by hand and writing by tablet. The results found that (1) third-grade students perform better in writing by hand; (2) in the third and fifth grades, students are decreasing their reliance on Mandarin Phonetic Symbols (Zhu-in-fu-hao) when composing text on tablet devices; (3) both writing by hand and writing by tablet are significantly correlated with dictation and syntactic awareness; and (4) there is a mediating effect of syntactic awareness between dictation and writing by tablet.
