論說文寫作是中學中國語文科建議學習重點中寫作範疇的學習重點之一。論說文講求有組織、有系統的論證過程，以及有邏輯的提出理據，對學生的思維能力有一定的要求。但傳統寫作教學以教師主導，著重由教師向學生講解寫作要求，未有顧及學生在寫作時會遇到的困難及思維的訓練。因此，本研究從學生的寫作思維過程出發，嘗試結合小組討論和論說文寫作教學，期望透過小組討論中意見交流的過程，引導學生多角度思考問題，訓練學生思維的敏銳性，從而提升學生的論說文寫作能力。 本研究旨在探討小組討論對提升學生論說文寫作能力的成效。研究共有三十名中一級的學生參與。研究會先試行以小組討論教學法教授論說文寫作，然後比較學生於前測及後測的寫作表現，通過文本分析，檢視學生論說文寫作能力有否提升。研究並於試行小組討論教學後，以問卷及訪談的形式進一步收集學生對小組討論用於寫作教學的意見，了解小組討論能否提升學生寫作論說文的興趣和信心有否提升。 研究結果顯示，小組討論用於論說文寫作教學有助豐富學生的寫作內容，以及能有效訓練學生的寫作思維能力。學生通過小組討論中的交流和互動，深化對題目的了解，獲取更豐富的寫作材料。從前測和後測的文句分析可見學生的論證過程更完整，證明於小組討論中向同學解釋論點或提出反駁的過程，有助學生組織論點和論據，有效提升學生論說文的寫作能力。從問卷和訪談結果亦反映學生喜歡以小組討論的形式學習論說文寫作，而且小組討論能增強他們寫作論說文的信心。可見，小組討論為有效的論說文寫作教學法。Argumentative Writing is one of the key learning elements in Chinese Language curriculum. It emphasizes much on an organized and systematic process of offering argument and evidence, which demands greatly on students’ thinking ability. This study focuses on the student's thought process of writing argumentative essays and tries to combine group discussions and the teaching of argumentative writing. In the hope that group discussion can help students get ideas from different views of thinking and therefore enhance students ability of writing. This study was designed to evaluate the effectiveness of group discussion in enhancing students' argumentative writing ability. There were thirty Secondary one students participated in the research. The study examines the effects of group discussion by comparing students’ writing performance in the pre-test and post-test. The study also conducted questionnaire and interview with students in order to collect further comments from the students. The results show that group discussion can effectively enhance the argumentative writing skills of students. Students’ ability of writing a logical argument is improved through the process of group discussion. Students can also gain deeper understanding of the topic through the interactive communication process with group members. The results of questionnaire and interview also show that students enjoy the use of group discussion and affirm group discussion can boost their confidence in argumentative writing.
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机译：论说文写作是中学中国语文科建议学习重点中写作范畴的学习重点之一。论说文讲求有组织、有系统的论证过程，以及有逻辑的提出理据，对学生的思维能力有一定的要求。但传统写作教学以教师主导，着重由教师向学生讲解写作要求，未有顾及学生在写作时会遇到的困难及思维的训练。因此，本研究从学生的写作思维过程出发，尝试结合小组讨论和论说文写作教学，期望透过小组讨论中意见交流的过程，引导学生多角度思考问题，训练学生思维的敏锐性，从而提升学生的论说文写作能力。本研究旨在探讨小组讨论对提升学生论说文写作能力的成效。研究共有三十名中一级的学生参与。研究会先试行以小组讨论教学法教授论说文写作，然后比较学生于前测及后测的写作表现，通过文本分析，检视学生论说文写作能力有否提升。研究并于试行小组讨论教学后，以问卷及访谈的形式进一步收集学生对小组讨论用于写作教学的意见，了解小组讨论能否提升学生写作论说文的兴趣和信心有否提升。研究结果显示，小组讨论用于论说文写作教学有助丰富学生的写作内容，以及能有效训练学生的写作思维能力。学生通过小组讨论中的交流和互动，深化对题目的了解，获取更丰富的写作材料。从前测和后测的文句分析可见学生的论证过程更完整，证明于小组讨论中向同学解释论点或提出反驳的过程，有助学生组织论点和论据，有效提升学生论说文的写作能力。从问卷和访谈结果亦反映学生喜欢以小组讨论的形式学习论说文写作，而且小组讨论能增强他们写作论说文的信心。可见，小组讨论为有效的论说文写作教学法。 Argumentative Writing is one of the key learning elements in Chinese Language curriculum. It emphasizes much on an organized and systematic process of offering argument and evidence, which demands greatly on students' thinking ability. This study focuses on the student's thought process of writing argumentative essays and tries to combine group discussions and the teaching of argumentative writing. In the hope that group discussion can help students get ideas from different views of thinking and therefore enhance students ability of writing. This study was designed to evaluate the effectiveness of group discussion in enhancing students' argumentative writing ability. There were thirty Secondary one students participated in the research. The study examines the effects of group discussion by comparing students' writing performance in the pre-test and post-test. The study also conducted questionnaire and interview with students in order to collect further comments from the students. The r esults show that group discussion can effectively enhance the argumentative writing skills of students. Students' ability of writing a logical argument is improved through the process of group discussion. Students can also gain deeper understanding of the topic through the interactive communication process with group members. The results of questionnaire and interview also show that students enjoy the use of group discussion and affirm group discussion can boost their confidence in argumentative writing.
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