設計與評估「習慣寫」的寫作興趣與習慣

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：57

、訪客IP：3.15.225.134

姓名

詹祐昇(You-Sheng Zhan) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

設計與評估「習慣寫」的寫作興趣與習慣
(Design and Evaluation of Writing Interest and Habits in "Habitual Writing" Activity)

相關論文

★ 探索電玩遊戲頻率對於視覺注意力表現能力的效應	★ 代理表現學習模式—以動物同伴為例
★ 常用邏輯句型重組之學習	★ 電腦支援國小數學文字題擬題活動初探
★ 解釋數學：透過科技支援創作與討論以增強小學生的數學溝通能力	★ 提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響
★ 數學島：興趣驅動之國小數學線上平台設計與初步評估	★ 以「猜擬題」活動增進學生數學文字題解題能力
★ 基於學生練習使用回饋之學習成效預測模型與動態題數練習機制	★ 透過主題地圖與寵物同伴促進閱讀更深更廣的書籍
★ 具推薦書籍功能之閱讀島系統架構設計	★ 透過學生影片創作進行國小數學學習:趣創者理論之應用
★ 英文單字樂園：學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探	★ 設計與實作明日寫作系統增進國小學生寫作表現
★ 設計與實踐「提升式寫作」活動以提升國小學生寫作品質與寫作興趣	★ TTPR：設計科技強化型全肢體反應為了小學生和國中生在印尼學習英語詞彙

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 (2026-8-1以後開放)

摘要(中)

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。

摘要(英)

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.

關鍵字(中)

★ 興趣驅動創造者理論
★ 自由寫
★ 寫作興趣
★ 寫作習慣

關鍵字(英)

★ Interest-Driven Creator Theory
★ free writing
★ writing interest
★ writing habit

論文目次

中文摘要 I
ABSTRACT II
致謝 IV
圖目錄 VIII
表目錄 X
第一章、緒論 1
1.1 研究背景 1
1.2 研究動機 1
1.3 研究目的 3
1.4 研究問題 3
1.5 名詞解釋 4
1.5.1 主題式自由寫 4
1.5.2 登台 4
1.5.3 習慣寫 4
1.5.4 手札 5
1.6 論文架構 5
第二章、文獻探討 6
2.1 學習寫作過程 6
2.2 寫作教學策略 6
2.2.1 紙本寫作教學 7
2.2.2 科技輔助學習 9
2.3 寫作鷹架 10
2.3.1 主題式自由寫 10
2.4 影響寫作的相關因素 11
2.4.1 寫作興趣 11
2.4.2 寫作習慣 15
第三章、活動與系統設計 17
3.1 活動設計 17
3.1.1 習慣寫 17
3.2 系統設計與開發 27
3.3 「習慣寫」活動系統輔助功能介紹 28
3.3.1 教師端 29
3.3.2 學生端 31
第四章、研究方法與分析 33
4.1 研究對象與環境 33
4.2 研究工具 34
4.2.1寫作評分標準量表 34
4.2.2 寫作興趣問卷設計 37
4.2.3 寫作習慣問卷 40
4.2.4 觀察與訪談 41
4.3 研究流程 43
4.4 資料處理與分析 46
4.4.1 資料蒐集與處理 46
4.4.2 資料分析方法 50
第五章、研究結果與討論 52
5.1 寫作表現 52
5.1.1 流暢性 52
5.1.2 變通性 53
5.1.3 獨創性 54
5.1.4 精進力 55
5.1.5 敏覺力 56
5.2 寫作興趣 57
5.2.1 「引趣與好奇心」(Curiosity) 57
5.2.2 「入趣與心流」(Immersion) 59
5.2.3 「延趣」(Meaningfulness) 61
5.2.4 「個人興趣的發展」（Stages of Interest Development） 62
5.2.5 興趣綜合維度 64
5.3 寫作習慣 66
5.3.1 寫作頻率與規律性 66
5.3.2 寫作主動性 67
5.3.3 寫作愉悅性 68
5.3.4 寫作篇數 69
5.4 活動觀感 70
5.5 寫作教學現場觀察 72
5.6 學生訪談結果 73
5.6.1 第一題 73
5.6.2 第二題 74
5.6.3 第三題 75
5.6.4 第四題 76
5.6.5 第五題 77
5.7 教師訪談結果 78
5.7.1 第一題 78
5.7.2 第二題 79
5.7.3 第三題 80
5.7.4 第四題 80
5.7.5 第五題 82
第六章、結論與未來展望 83
6.1 結論與討論 83
6.1.1 「習慣寫」活動是否能幫助提升學生的寫作興趣？ 83
6.1.2 學生在「習慣寫」活動的寫作習慣與寫作表現為何？ 85
6.1.3 學生與教師對於「習慣寫」活動的觀感為何？ 86
6.1.4 研究貢獻 88
6.2 研究限制 89
6.3 未來展望 90
參考文獻 92
中文文獻 92
英文文獻 93
附錄一 100
附錄二 104
附錄三 109

參考文獻

中文文獻
教育部. (2018). 十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校語文領域-國語文. 臺北市: 教育部
中央研究院臺灣史研究所. (2023). 臺灣日記知識庫. 臺北市: 中央研究院
朱娟. (2015). 谈小学生日记教学的有效策略. 教学研究, 38(1), 118-120.
吳錦釵. (1990). 寫作歷程探討與其在教學上的意義臺灣省教育學術論文發表會, 臺北市.
林國樑. (1988). 語文科教學研究. 正中書局.
國立臺灣師範大學心理與教育測驗研究發展中心. (2024). 寫作測驗評分規準. https://cap.rcpet.edu.tw/exam3-1.html
張基成, & 李煙長. (2005). 兒童網路寫作學習社群實施之相關問題探討. 教育資料與研究雙月刊, 65, 96-107.
教育部. (2021). 國語辭典簡編本. 臺北市: 教育部
陳柏熹. (2011). 心理與教育測驗: 測驗編製理論與實務. 精策教育.
彭柏緯, & 劉怡君. (2020). 淺談國小國語文寫作教學之困境. 臺灣教育評論月刊, 9(7), 123-128.
廖紹儒. (2022). 提升式寫作 : 設計說明文寫作策略之鷹架以逐步提升學生寫作表現中央大學]. 桃園市中壢區.
熊玉雯, 李慧萱, & 宋曜廷. (2014). 基於ACTEL之華語文寫作評分歸準. 華語文教學研究, 11(4), 111-139.
蔡青橋. (2016). 國小高年級學生寫作表現與寫作創意相關指標之研究 [The Relationship between Writing Performance and Creative Writing in Elementary School Students]. 資優教育季刊(139), 23-33. https://doi.org/10.6218/GEQ.2016.139.23-33
英文文獻
Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score Analysis. Journal of Educational Psychology, 106 2, 419-434. https://doi.org/10.1037/a0035692
Albin, M. L., Benton, S. L., & Khramtsova, I. (1996). Individual Differences in Interest and Narrative Writing. Contemporary educational psychology, 21(4), 305-324. https://doi.org/10.1006/ceps.1996.0024
Amalisa, A., Anggraini, T., & Nurchurifiani, E. (2022). The Correlation of Diction Mastery and Writing Interest With Students′ Writing Ability. IJLHE: International Journal of Language, Humanities, and Education. https://doi.org/10.52217/ijlhe.v5i1.865
Barkley, E. F., & Major, C. H. (2020). Student engagement techniques : a handbook for college faculty / Elizabeth F. Barkley, Claire Howell Major (Second edition. ed.). Jossey-Bass.
Beach, R., & Eaton, S. (1984). Factors influencing self-assessing and revising by college freshmen. In New directions in composition research (pp. 149-170).
Belanoff, P., Elbow, P., & Fontaine, S. I. (1991). Nothing begins with N: New investigations of freewriting. Southern Illinois University Press.
Benton, S. L., Corkill, A. J., Sharp, J. M., Downey, R. G., & Khramtsova, I. (1995). Knowledge, Interest, and Narrative Writing. Journal of Educational Psychology, 87(1), 66-79. https://doi.org/10.1037/0022-0663.87.1.66
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition.
Berninger, V. W., & Winn, W. D. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In.
Brande, D. (1934). Becoming a writer. In. New York: Harcourt, Brace and company.
Bruning, R., & Horn, C. (2000). Developing Motivation to Write. Educational Psychologist, 35(1), 25-37. https://doi.org/10.1207/S15326985EP3501_4
Chan, T.-W., Looi, C.-K., Chang, B., Chen, W., Wong, L.-H., Wong, S. L., Yu, F.-Y., Mason, J., Liu, C.-C., Shih, J.-L., Wu, Y.-T., Kong, S.-C., Wu, L., Chien, T.-C., Liao, C. C. Y., Cheng, H., Chen, Z.-H., & Chou, C.-Y. (2019). IDC theory: creation and the creation loop. Research and practice in technology enhanced learning, 14(1), 1-29. https://doi.org/10.1186/s41039-019-0120-5
Chan, T. W., Looi, C. K., Chen, W., Wong, L. H., Chang, B., Liao, C. C., ... & Ogata, H. (2018). Interest-driven creator theory: Towards a theory of learning design for Asia in the twenty-first century. Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education), 5(4), 435-461.
Chen, W., Chan, T. W., Wong, L. H., Looi, C. K., Liao, C. C. Y., Cheng, H. N. H., Wong, S. L., Mason, J., So, H.-J., Murthy, S., Gu, X., & Pi, Z. (2020). IDC theory: habit and the habit loop. Research and practice in technology enhanced learning, 15(1), 1-19. https://doi.org/10.1186/s41039-020-00127-7
Clifford, M. M. (1991). Risk Taking: Theoretical, Empirical, and Educational Considerations. Educational Psychologist, 26, 263-297.
Compton-Lilly, C. (2014). he Development of Writing Habitus: A Ten-Year Case Study of a Young Writer. Written Communication, 31(4), 371 - 403. https://doi.org/https://doi.org/10.1177/0741088314549539
Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100(4), 907-919. https://doi.org/10.1037/A0012656
Daly, J. A. (1978). Writing Apprehension and Writing Competency. The Journal of educational research (Washington, D.C.), 72(1), 10-14. https://doi.org/10.1080/00220671.1978.10885110
Dincel, B. K., & Savur, H. (2018). Diary Keeping in Writing Education. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v7i1.3758
Draper, M. C., Barksdale-Ladd, M. A., & Radencich, M. C. (2000). Reading and writing habits of preservice teachers. Reading Horizons, 40(3), 185-203.
Elbow, P. (1973). Writing without Teachers. In: Oxford University Press.
Elbow, P. (1998). Writing without teachers (2nd ed.). Oxford University Press.
Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81-92.
Fishman, S. M. (1997). Student Writing in Philosophy: A Sketch of Five Techniques. New Directions for Teaching and Learning, 1997(69), 53-66. https://doi.org/10.1002/tl.6905
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387. https://doi.org/10.2307/356600
Gardner, B. (2012). Habit as automaticity, not frequency. The European health psychologist, 14, 32-36.
Gardner, B. (2014). A review and analysis of the use of ′habit′ in understanding, predicting and influencing health-related behaviour. Health psychology review, 9(3), 277-295. https://doi.org/https://doi.org/10.1080/17437199.2013.876238
George, D., & Mallery, P. (2013). IBM SPSS Statistics 21 Step by Step: A Simple Guide and Reference.
Gilbert, J., & Graham, S. (2010). Teaching Writing to Elementary Students in Grades 4–6: A National Survey. The Elementary school journal, 110(4), 494-518. https://doi.org/10.1086/651193
Gnach, A., Wiesner, E., Bertschi-Kaufmann, A., & Perrin, D. (2007). Children′s Writing Processes When Using Computers: Insights Based on Combining Analyses of Product and Process. Research in comparative and international education, 2(1), 13-28. https://doi.org/10.2304/rcie.2007.2.1.13
Graham, S. (2006). Writing. In P. Alexander, & Winne, P. (Ed.), Handbook of educational psychology. Erlbaum.
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43, 277-303. https://doi.org/https://doi.org/10.3102/0091732X18821125
Graham, S., Berninger, V. W., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary educational psychology, 32, 516-536.
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: importance, development, and instruction. Reading & writing, 26(1), 1-15. https://doi.org/10.1007/s11145-012-9395-2
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools.
Habyby, M. A., Martono, M., & Sarosa, T. (2016). A Correlational Study Between Writing Interest, Vocabulary Mastery, and Writing Skill. English in Education, 5, 10.
Hidi, S. (1990). Interest and Its Contribution as a Mental Resource for Learning. Review of Educational Research, 60, 549 - 571.
Hidi, S., & Renninger, A. (2006). The Four-Phase Model of Interest Development. Educational Psychologist, 41, 111 - 127. https://doi.org/10.1207/s15326985ep4102_4
Huddle, D. (1992). The Writing Habit.
Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning Environments. Journal of interactive learning research, 11(1), 29.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243-255.
Kasprabowo, T., Rahayu, E. Y., & Widyaningrum, A. (2021). “Tell me about your Day”: Portraying Student’s Reflective Practice through Diary Writing. Language Circle: Journal of Language and Literature, 15, 375-384. https://doi.org/https://doi.org/10.15294/LC.V15I2.29252.
Kim, Y. S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten Predictors of Third Grade Writing. Learn Individ Differ, 37, 27-37. https://doi.org/10.1016/j.lindif.2014.11.009
Koura, A. A., & Zahran, F. A. (2017). Using Habits of Mind to Develop EFL Writing Skills and Autonomy. Arab World English Journal, 8, 183-198. https://doi.org/https://doi.org/10.24093/awej/vol8no4.12.
Lan, Y.-J., Sung, Y.-T., Cheng, C.-C., & Chang, K.-E. (2015). Computer-Supported Cooperative Prewriting for Enhancing Young EFL Learners′ Writing Performance. Language learning & technology, 19(2), 134.
Looi, C.-K., Wong, S. L., Kong, S.-C., Chan, T.-W., Shih, J.-L., Chang, B., Wu, Y.-T., Liu, C.-C., Yeh, C. Y. C., Chen, Z.-H., Chien, T.-C., Chou, C.-Y., Hung, H.-C., Cheng, H., & Liao, C. C. Y. (2023). Interest-Driven Creator Theory: case study of embodiment in an experimental school in Taiwan. Research and practice in technology enhanced learning, 18, 23. https://doi.org/10.58459/rptel.2023.18023
MacFarlane, A. G. J. (1992). Teaching and learning in an expanding higher education system / chairman: A.G.J. MacFarlane. Committee of Scottish University Principals.
Nurhayati, S. R. (2019). The Student’s Ability in Using Punctuation and Capitalization through Performing Habit of Writing Diary. INTERACTION: Jurnal Pendidikan Bahasa.
Ouellette, J. A., & Wood, W. (1998). Habit and Intention in Everyday Life: The Multiple Processes by Which Past Behavior Predicts Future Behavior. Psychological Bulletin, 124(1), 54-74. https://doi.org/10.1037/0033-2909.124.1.54
Patterson, N. (2006). Computers and Writing: The Research Says YES. Voices from the middle, 13(4), 64.
Quadir, B., & Chen, N.-S. (2015). The effects of reading and writing habits on blog adoption. Behaviour & Information Technology, 34, 893 - 901. https://doi.org/10.1080/0144929X.2015.1022224
Rasouli, G., & Shoari, E. (2015). The Effect of Diary Writing on Improving Iranian Young EFL Learners’ L2 Vocabulary Learning. Journal of Applied Linguistics and Language Research, 2, 13-19.
Rivers, D. J. (2007). Free-writing as an expressive communication tool for Japanese English learners. The Language Teacher, 31(11), 9-12.
Rohman, D. G. (1965). Pre-Writing the Stage of Discovery in the Writing Process. College Composition and Communication, 16(2), 106-112. https://doi.org/10.2307/354885
Sartika, D. (2019). THE EFFECT OF PLEASE STRATEGY AND WRITING INTEREST TOWARD STUDENTS′ WRITING SKILL. Edu-Ling: Journal of English Education and Linguistics, 2(1), 20. https://doi.org/10.32663/edu-ling.v2i1.474
Scullin, B. L., & Baron, H. L. (2013). Using freewriting notebooks to reduce writing anxiety for English learners. California Reader, 47, 19-26.
Somerville, E. M., & Crème, P. (2005). Asking Pompeii questions: a co-operative approach to writing in the disciplines. Teaching in Higher Education, 10(1), 17-28.
Suryaman, Y. (2019). IMPROVING STUDENTS’ ABILITY IN WRITING RECOUNT TEXT USING DIARY AT ONE OF JUNIOR HIGH SCHOOL IN CAMPAKA – CIANJUR. PROJECT (Professional Journal of English Education).
Verplanken, B. (2006). Beyond frequency: habit as mental construct. The British journal of social psychology, 45 Pt 3, 639-656.
Wachholz, P. B., & Etheridge, C. P. (1996). Writing Self-Efficacy Beliefs of High- and Low-Apprehensive Writers. Journal of Developmental Education, 19(3), 16-24.
Wood, W., Quinn, J. M., & Kashy, D. A. (2002). Habits in everyday life: thought, emotion, and action. Journal of personality and social psychology, 83 6, 1281-1297.
Zaini, A., & Mazdayasna, G. (2014). The Effect of Computer Assisted Language Learning on the Development of EFL Learners’ Writing Skills. Procedia, social and behavioral sciences, 98, 1975-1982. https://doi.org/10.1016/j.sbspro.2014.03.631
Zhang, C., Hur, J., Diamond, K. E., & Powell, D. (2015). Classroom Writing Environments and Children’s Early Writing Skills: An Observational Study in Head Start Classrooms. Early childhood education journal, 43(4), 307-315. https://doi.org/10.1007/s10643-014-0655-4

指導教授

陳德懷(Tak-Wai Chan)

審核日期

2024-8-8

推文