本研究旨在探討運用TED影片結合心智圖法於寫作教學，對國中九年級學生之寫作表現有何影響。基於研究者於教學現場所觀察到學生寫作的問題，本研究採行動研究的方式，運用TED影片結合心智圖法，對某國中九年級一個班級之學生（25人）實施為期八週的課程，嘗試發展出適切的寫作教學方案，提升學生的寫作表現與教師在國語文教學的專業成長。研究利用觀察、訪談、文件分析及研究日誌等多重途徑進行資料蒐集。本研究之主要發現如下： 一、運用TED影片結合心智圖法之寫作教學方案對九年級學生寫作表現有正向效果。 二、此方案以異質分組進行較佳，需尊重學生個別差異，適時給予鷹架，充分等待學生學習。 三、學生對此方案大都持正面肯定的態度。 四、透過本行動研究，教師的專業知能更精進且教學態度更加開放。 根據上述研究結果，研究者進一步提出建議，希望本研究成果能對未來教學實務與後續相關研究有更具體的參考。 This study aimed at exploring and analyzing the effects of applying TED films and mind mapping on ninth graders’ writing performance in composition. This study, aiming to effectively improve the writing problems observed in classes, develops an enhanced teaching based on methodology of action study. This study attempts to develop an appropriate teaching program to enhance students’ writing ability by applying TED films and mind mapping in a class of 25 ninth grade students over eight weeks. These achievements are expected to raise teachers’ professional development of Chinese teaching. The associated data are collected through several sources, including observation, interviews, document analysis, and teaching diary. The findings include: 1. Through TED films and mind mapping, there was a positive effect on the student''s writing performance. 2. This program is better for heterogeneous grouping. Teachers need to respect the students’ individual differences, give the scaffolding, and sufficiently wait for the students’ learning. 3. Students have a positive attitude towards this program. 4.With the implementation of this action research, the researchers have become more knowledgeable and optimistic about such teaching strategies. Based on the above mentioned results, the author makes several suggestions that can possibly contribute to teaching practices and studies in the future.