教育研究學報



四種中文作文評改法對高中學生的效應

1992.第7卷(Vol. 7).pp. 12–20
 

四種中文作文評改法對高中學生的效應

岑紹基

摘要

本研究是探討幾種代表學生不同程度主動性的中文作文評改方法對高中學生作文成績及寫作態度的影響。研究重點在比較教師精批細改法、教師符號批改法、同輩量表互改法、學生量表自改法等四種改文方法對學生寫作在效應上有否顯著不同,從而了解一些學生主動性較高的改文方法,是否適宜在本港高中階段施行。

研究對象為本港一間津中的三班中四學生,共120人,分成四組,接受不同學生主動程度的改文方法評改作文,實驗為期半年。結果顯示,同輩量表互改法在刺激學生修改作文、改善學生寫作習慣及加強學生對評改的記憶等方面,有較佳表現。從訪問得知,學生對同輩量表互改法亦普遍持肯定及接納的態度。

Abstract

This study investigated the effects of different methods of evaluating Chinese composition on Form 4 students' writing achievement and attitude. A pretest-posttest experimental design was carried out in order to explore whether there was significant difference between the four evaluation methods representing different levels of students' initiative, i.e. teacher detailed evaluation, teacher evaluation by using symbolic codes, peer checklist evaluation and self checklist evaluation.

The subjects were 120 students from three Form 4 classes of an aided secondary school. They were divided into 4 groups, each of which received one of the above mentioned evaluation methods in dealing with their Chinese composition. The experiment lasted for six months. The result indicated that the students from the peer checklist evaluation group showed better performance in rewriting initiative, writing attitude and retention rate of editing. From interviews, it was found that the student generally held a positive and accepted attitude toward peer checklist evaluation.