中部地區小四學生記敘文寫作能力檢測與分析──以狀物類記敘文為例

Examination and Analysis of Narrative Writing Ability of Fourth Graders in Central Taiwan--Descriptive Narration as an Example

寫作能力反應學生語文程度並影響其學習，因此教學者必須了解學生寫作情形。有鑑於此，本研究以中部五縣市國小四年級學童為研究對象，以分層抽樣方式進行寫作能力檢測，並就施測統計結果，採分組方式，分就量化統計與質性分析探討小四學童在狀物類記敘文之寫作情形。研究發現小四學生在狀物類記敘文寫作上不如寫人、記事等其他次類記敘文，高低分組學生在內容、技巧與文字修辭上各因不同的表現而影響其得分。問卷調查並發現，小四學生認為寫作是有趣的，且希望能得到老師的讚美，而每學期練習寫作篇數則對其寫作表現有顯著影響。

This study examines and analyzes narration writing performance offourth-grade students. Samples were taken from 15 elementary schools infive counties in central Taiwan. Data were collected and systematized fromwriting tests and questionnaires which were further analyzed with descriptivestatistics and qualitative analysis. The study shows that the performance ofthe fourth–grade students in descriptive narration writing was not as good asthe other types of narration writing. The group with higher scores was betterthan the group with lower scores in regard to content, skills and text. Accordingto the questionnaires, the students are interested in writing and wish to getpraises from the teacher. In addition, the number of pieces written in a semesterhas a significant effect on their writing performance.