平衡歷程與成果取向之寫作教學的理念與應用

The Teaching Concept and Application of Balanced Process and Product Approach on Writing

寫作是一項高層次認知、批判思考、策略運用和問題解決的活動，它整合了聽、說、讀的學習經驗，所以許多國家的基礎教育都將其列為重要的關鍵能力。本文從寫作教學現況的探討，發現現職教師的寫作教學仍以講述法為主，少有寫作策略的指導，聚焦在學生寫作產品的要求和評估，屬成果導向的寫作教學。然而，教導學生寫作需要涵蓋從歷程到成果的多重教學策略，據此，Tompkins（2012）提出一兼重歷程與成果取向的寫作教學，筆者和七位教師組成協同行動研究團隊，系統化地討論此平衡歷程與成果取向的寫作教學方案之教學步驟，經由試驗性的教學，蒐集課室觀察、教師訪談、學生寫作產品、學生問卷調查及其他文件資料，分析此寫作教學取向的可行性。最後，並對此寫作教學取向的實施提出一些建議。

Writing is a highly cognitive activity which involves various cognitive processes. It needs to integrate previous learning and experiences in listening, speaking, and reading. So the basic education in many countries lists writing as a key competency.
This paper discusses the current situation of writing instruction, and finds that the teachers mainly used about lecturing for writing instructions, very few students received writing strategies guidance, instruction was focused on the requirements and assessment of students’ writing products. It is a product-oriented style. According to the US National Writing Project, teaching students to write requires multiple strategies of instruction ranging from process to product. Based on this argument, Tompkins (2012) proposed the teaching writing program based on balancing process and product approach. The author and teachers discussed systematically to establish the teaching steps of writing based on balancing process and product approach. And, this study adopted collaborative action research. Through exploratory teaching of teachers, the feasibility of this teaching program would be examined by class observation, teachers’ interview, students’ articles, students’ questionnaire survey, and other documents. Finally, some suggestions are made on the implementation of this teaching writing approach.