| 摘要: | 寫作是一項極為重要的能力，在傳統引導式教學下，學生的寫作能力進步幅度不大，教師勞心又勞力。本研究採用課前結構階層圖作為寫作前的鷹架，進行為期十週的研究。旨在探討國中學生接受課前結構階層圖寫作教學策略之寫作研究。此教學策略對寫作表現之影響，並了解學生對此教學策略之回應。為了解課前結構階層圖作為寫作前的鷹架的效益，本研究採用準實驗研究法，實驗組(24人)，採用課前結構階層圖作為寫作的藍圖，控制組(28人)，採用傳統引導式寫作。為了協助學生使用課前結構階層圖，研究團隊利用雲端構圖平台(CoCoing.info)、寫作量表、課前結構階層圖及問卷等工具蒐集資料。由兩位評分者共評閱學生的寫作表現，透過寫作表現的四個面向：「立意取材」、「結構組織」、「遣詞造句」、「標點符號、格式與錯別字」以了解實施課前結構階層圖對於學生寫作表現的影響。主要研究發現如下：
1. 課前結構階層圖可增進學生的寫作表現，有助於「立意取材」、「結構組織」、「遣詞造句」、「標點符號、格式與錯別字」的表現。
2. 接受「課前結構階層圖」寫作的學生，其寫作字數與接受「傳統引導式」寫作的學生，沒有差異。
3. 課前結構階層圖總分與寫作「總分」呈現中度正相關，與「立意取材」、「結構組織」、「錯別字、格式與標點符號」呈中度相關。
4. 學生對於結構階層圖多持正面肯定的態度。
;Writing is an essential skill for junior high school students, but how to teach the students writing is still has room to improve. In this study, a pre-class hierarchy map approach was used as a scaffolding tool to support junior high school students’ writing exercises. To study the advantages of the pre-class hierarchy map approach, a quasi-experimental design was adopted. Fifty-two junior high school students were involved in this study. Among them, twenty-four were divided into experimental groups, and another twenty-eight were divided into control groups. The experimental groups used the hierarchy map approach as their writing affordance, and the control groups were treated with a traditional guided writing approach. An online platform that supported the hierarchy map approach named CoCoing.info (https://www.cocoing.info) was adopted. All the students’ writing outcomes were measured by two reviewers through the four writing aspects including ‘intentional selection,’ ‘structural organization,’ ‘sentence formation,’ and ‘punctuation, formatting, and typos.’ The results of this study reveal:
1. Using the pre-class hierarchy map can improve the students’ ‘intentional selection,’ ‘structural organization,’ ‘sent words and sentences,’ and ‘typos, format, and punctuation.’writing performance.
2. There is no significant difference in terms of the number of words between the experimental groups and control groups.
3. The total score of the pre-class hierarchy map is moderately positively related to the ‘total score’ of writing, and moderately related to ‘intentional selection,’ ‘structural organization,’ and ‘typos, format, and punctuation.’
4. The students have a positive attitude towards the pre-class hierarchy map.
Key word：Pre-Class Hierarchy Map, Writing Instruction, Writing Scaffold. |
