表達性書寫用於高中作文課程以發展學生自我概念與寫作能力：以臺灣中部某高中為例

The Use of Expressive Writing in Composition Course to Develop Students’ Self-Concept and Writing Ability: A Study of a High School in Central Taiwan

本研究透過行動研究來了解是否表達性藝術治療與作文課程結合，可促進青少年自我之概念、同儕人際互動、與作文能力。本研究在台灣中部某高中二年級國文課的作文時間中進行四次以自我概念相關主題之表達性書寫，並於高三上學期，請學生以書寫的方式回顧此活動對他們的意義與收獲。研究結果的評估以四項資料為根據：大學學測國文成績、學生書寫文本、學生對活動之回顧、以及研究小組之觀察紀錄。結果發現表達性書寫在提供青少年情緒表達、個人自我感的提升上有極好的效果，對人際互動、班級凝聚力與認同感都有助益。學生因書寫而喜歡閱讀，文字感增加，想像力與創造力之能力提升。這些結果也反映在大學學測的作文成績，躍升全校之冠。

Adopting action method, the present study aimed to investigate if expressive writing could be a beneficial tool for improving adolescents’ self-concept, interpersonal relationship, and writing ability. Based on the theory of expressive art therapy, 4 self-concepted-related expressive writing assignments were given to an 11th grade Chinese composition class in central Taiwan. Participants’ feedback regarding the writing project were elicited during the first semester of the 12th grade. Results of the study were based upon analyses of 4 data sources: Scores of the Chinese subject in national college entrance exam, students’ writing materials, students’ feedback, and observational reports of the research team. It was found that students’ emotional expression and self-concept were both improved; in addition, expressive writing was found to be helpful for improving interpersonal interactions, class cohesiveness, and identities. Writing led the students to enjoy reading, to understand words more, and to show better imagination and creativity. The results were reflected in their composition scores in the 2008 national college entrance exam, and the class achieved the highest composition scores in the school.