| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 106 === This study aims to devise a teaching project of “guided writing” ,which will be suitable for the learning of sixth-graders, to analyze the procedures of its scheduled course and its potential difficulties, to understand the possible enhancement of sixth-graders’ writing ability, and thus based on the research results, reflect on teachers’ professional growth and provide suggestions for those who are interested in guided writing. Action research method is adopted to conduct this study, which involves 27 sixth-graders in one class in Kaohsiung City. They are guided through four types of writing for a total of 30 classes. The sources of the study are divided in two： qualitative and quantitative. Qualitative materials are collected from students’ works, interviews, feedback questionnaires, collaborative researchers feedbacks, and pedagogical reflections. As for the quantitative data, they are pre and post-test results. The following are the outcomes of the study：
1.The teaching project of the four-guided-writing-type is suitable for sixth-graders.
2.There are two dilemmas involved in the implementation of guided writing teaching programs.
(1)Students have to spend more time in writing, and hence more class time is needed for students to complete their works.
(2)Unit 4”くれよんのくろくん” is especially not easy for students to rewrite. After the discussion with collaborative researchers, the content of the course is thus adjusted. For students who have difficulties in rewriting, the researcher needs to evaluate students’ performance from different angles to demonstrate the outcomes.
3.Guided writing teaching techniques can better students’ writing performance ability.
4.This action research hopefully provides teachers with thinking and professional growth.
Finally, the study provides suggestions of writing instructions and a guideline for future study on the basis of the research findings.
Keywords： guided writing teaching, writing performance ability, action research
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