本研究的結果顯示，短期而密集式的「引導式作文｣教學課程可能提昇學生的寫作技巧與語文表達能力，其「生活化」與「減低立意取材上必須耗費的時間壓力」的兩項特點，有助於學生內化寫作訓練策略。然而，「引導式作文｣教學法仍無法在較短的時期內有效培養學生濃厚之寫作興趣，亦不能立即改變學生根深柢固的寫作觀念。 The purpose of this research is, by examining high school students’ and practicing teachers’ difficulties, to look for effective and efficient teaching methods that can enhance high school students’ skills in their article composing. The researcher develops a ‘student composition evaluation scale’ for this research, according to the teaching materials and student evaluation codes, both offered by the Department of Education, Taipei City Government; and a questionnaire survey was conducted as the methodology of this research. Findings of this research are as followed:
By applying the teaching materials and guided composition teaching methods:
1. the subjects of this research (i.e. high school students) have improved their composition skills in terms of forming conceptions, structuring, discoursing, wording, and punctuation; however 2. students’ sentence-making capability is unstable and thus not improved; and 3. students’ affections to composition, motivation, and writing habits do not gain improvements.
This research’s conclusions are: (1) intensive training by applying guided composition teaching methods and help students to internalize article-writing skills and thus composing articles reflecting their daily lives under time limit; however, (2) guided composition teaching methods fail to build up students’ writing interests and their conventional ideas regarding article-writings.