教育研究學報



全語文寫作題目探究──從命題作文到母子題型

2001.第16卷第2期(Vol. 16 No. 2).pp. 273–296
 

全語文寫作題目探究──從命題作文到母子題型

An Inquiry of the Writing Topics of "Whole Language Writing Project" — From Assigned Topics to Area and Individual Topics Designed

關之英(Che-Ying KWAN)

摘要

學生沒有興趣寫作,其中一個原因可能是:老師訂的作文題目太沉悶和死板。1997年,香港有八所小學進行一項寫作教學的改革,名為「全語文寫作教學」。這個計畫其中一個特點是:教師不會給一個固定的寫作題目,只給一個「母題」,而學生可以根據「母題」自訂寫作題目──「子題」。例如老師給的「母題」是:「縮小了」,有些學生的題目是:「假如我縮小了」、「地球縮小了」、「老師縮小了」、「怎樣使xx縮小了」、「xx縮小了的利弊」等。本文的目的是:介紹和分析這些母子題的類型、特點和學生對這類型寫作形式的意見。本研究以上述八所小學每級一班的學生為研究對象,以問卷和晤談為研究方法。結果發現:即使是一年級學生,也能根據「母題」產出許多「子題」,學生覺得這種母子題的形式能引起寫作的興趣。

關鍵詞:命題寫作;母子題型;全語文

Abstract

One of the reasons that students are not interested in writing could be: the topics which teachers assigned are too rigid and dull. In 1997, eight primary schools in Hong Kong join a project named "Whole Language Writing Project" to reform the teaching of writing. One characteristic of this project is: teachers would give students an "Area Topic" instead of assigning a topic for them to decide their "Individual Topic" accordingly. For example, given "shrink" as an "Area Topic", then topics students may come out could be: "If I become smaller in size", "The earth becomes smaller", "The teacher becomes small", "How to make xx smaller", "Advantages and disadvantages of xx to be smaller" etc. This paper aims to introduce and analyse the "Area Topics" and the "Individual Topics" of this writing project. Opinions of the students are also included. The research subjects were one class of each form in eight primary schools. Research methods used were questionnaire and interviews. The findings are, even P.1 students can produce many "Individual Topics", and students showed that their interest in writing can be aroused by the practice.