自編經典寫作教材對文學類寫作之寫作意願與成效影響

Influence of Self-Designed Classical Writing Teaching Materials on the Writing Intentions and Outcomes of Literary Writing

本研究源起於欲解決「中文寫作」教學現場學生閱讀質量不足的問題，同時，配合校方推動博雅教育精神，鼓勵教師融入經典教材閱讀的背景下，以「中文寫作」課程為研究場域，研發編輯一套《經典寫作教材》。本研究特別針對文學類寫作，透過「讀寫整合」教學模式—建立先備知識、閱讀到寫作、閱讀寫作連結、寫作到閱讀等步驟，結合TronClass數位學習平臺，提升學生的寫作成效。本研究以量化工具「寫作評定量表」、「寫作意願問卷」和「經典教材滿意度問卷」了解前、後測寫作成績及寫作意願，並輔以「訪談」等質性資料綜合分析。整體而言，經典教材有助提高寫作意願及寫作成效，希冀藉由本研究所獲得之結論，提供日後相關教學研究與實務之參考。

This study was conducted to address the problem of insufficient reading quality among students in Chinese composition courses through the development of classical writing teaching materials. These materials were designed to align with the principles of liberal arts education and to encourage teachers to integrate reading of classical texts into their teaching strategies. This study primarily focused on literary writing and used an integrated reading and writing teaching model that includes knowledge acquisition and seamless transitions from reading to writing, facilitated by the TronClass digital learning platform, to enhance students’ writing performance. Quantitative tools such as the Writing Rating Scale, Writing Intentions Questionnaire, and Classical Textbook Satisfaction Questionnaire were used to assess pretest and posttest writing performance and writing intentions. In addition, interviews were conducted to ensure a more comprehensive analysis. Overall, the findings indicate that classical teaching materials can enhance students’ writing intentions and outcomes. The results of this study can serve as a reference for future educational research and teaching practices.