自我調整策略發展(SRSD)對改善五年級寫作困難學生 的寫作表現之研究

Using a single-subject experimental design, combining multiple-probe designs across
participants and genres, this study investigated the effects of Self-Regulated Strategy
Development (SRSD) intervention on the Chinese writing performance of two fifthgrade
students with writing difficulties in Macao. Results showed that both students
made immediate and significant progress in writing quality, correct words written per
minute, and genre element scores, and their performance maintained at a relatively high
level within one month after the intervention. PND was 100%, reflecting strong
intervention effects. In narrative writing, they demonstrated improvements in text
structure, detail elaboration, and emotional expression. In persuasive writing, they
successfully applied argumentative structures to enhance the writing organization and
logical coherence. Social validity findings indicated both students held positive
attitudes toward SRSD, reporting that step-by-step guidance and supportive tools
reduced anxiety, increased confidence, and enhanced motivation for writing. The study
also revealed that individualized SRSD interventions, with strategies such as topicanalysis
mind maps, cue cards, and think-aloud techniques, effectively addressed
students’ difficulties in planning, memory, time management, and self-monitoring.
Practical implications for the application of SRSD in the local Chinese writing
instruction and suggestions for future research were also discussed.

本研究旨在探討「自我調整策略發展」（ Self-Regulated Strategy Development, SRSD）對澳門五年級寫作困難學生中文寫作表現的影響。研究採 用跨被試與跨文體相結合的單一被試多探測實驗設計，對兩名寫作困難學生開 展SRSD 的記敘文和議論文寫作干預。研究結果顯示，經過干預，兩名學生記敘 文與議論文的寫作表現(包括作文質量分數、每分鐘所寫正確字數及文體要素得 分)均有立即和顯著的提升，並且在干預結束後一個月內也能維持較好水平。 PND 均為 100%，體現了較強的干預效果。記敘文方面，學生在文章結構、細節 描寫與情感表達上均顯著改善，並能維持於較高水準；議論文方面，學生能掌 握論證結構，使文章的組織性與邏輯性明顯增強。社會效度調查亦顯示，學生 對 SRSD 持正面評價，認為逐步指導與工具支持有效減輕焦慮、增強自信，並 提升了寫作動機。本研究亦發現，個別化的SRSD 干預能透過針對性策略（如審 題思維導圖、提示卡、放聲思考等）改善學生在規劃、記憶、時間管理與自我 監控上的困難。最後對於將SRSD 干預應用於本地中文寫作教學以及未來研究方 向也給出了建議。