本研究的目的是：1.設計能提昇國中生寫作表現、後設認知能力、批判思考、創造思考
的「思考性寫作教學方案」。2.探討「思考性寫作教學方案」對國中生寫作表現、後設
認知能力、批判思考、創造思考能力之影響。3.了解「思考性寫作教學方案」對不同寫
作表現的學生後設認知能力、批判思考、創造思考能力之影響。4.分析學生的寫作歷程
。
根據上述研究目的，研究者以臺北市立芳和國民中學一年級學生共計五十一位為研究對
象，其中實驗組二十六位，控制組二十五位，測量他們在「作文評定量表」、「寫作後
設認知量表」、「批判思考問卷」、「創造思考問卷」前後測的得分，進一步以單因子
共變數分析進行假設考驗。研究者並將教學中學生反應及以放聲思考記錄學生的寫作歷
程，進行內容分析。本研究得到以下幾點結論：一. 經過十六次的「思考性寫作教學方
案」的教學，整體而言，實驗組學生在寫作表現、批判思考能力、創造思考能力的表現
高於控制組學生。二. 思考性寫作教學方案對於實驗組學生的寫作表現中的內容思想、
組織結構有明顯的效果，但在文字修辭部份則差異不顯著。三. 實驗組學生經思考性寫
作教學方案後，其寫作後設認知中的各部份與控制組比較皆沒有明顯的不同；將實驗組
學生依作文成績分上中下三組比較，則發現經教學後在自我測試部份程度中等學生高於
程度稍差的學生。四. 實驗組學生經思考性寫作教學方案後，批判思考問卷得分與控制
組比較有差異存在；將實驗組學生依作文成績分上中下三組比較，則發現經教學後在答
案文句敘述的流暢性部份，程度稍好的學生高於程度稍差的學生、在答案的合理性部份
，程度稍好的學生高於程度中等與稍差的學生、在答案確實能解決問題的程度部份，程
度稍好的學生也高於程度中等與稍差的學生。五. 實驗組學生經思考性寫作教學方案後
，其創造思考問卷中內容符合題意、答案的變通性及答案的獨創性三部分的得分得分與
控制組比較有差異存在；在實驗組中將學生作文成績分上中下三組比較，則發現經教學
後各部分皆無差異存在。六. 從學生寫作過程的分析發現，在寫作前學生學會擬定寫作
計畫、在寫作中隨時回顧修改文章內容、並在寫作後檢查文章內容、懂得蒐集寫作題材
、運用推論的方 k檢視資料、使用創造思考去豐富寫作內容、對於與自己生活經驗有關
的題材較容易下筆寫作，並知道如何選擇適合自己寫作的環境，了解自己擅長的題材與
寫作程度。
最後，研究者針對本研究結果加以討論，並提出檢討與建議供未來教師進行作文教學之
研究與參考，以提昇作文教學之品質與學生寫作能力及思考能力。

The purpose of this study were :1) to design a 「Thinking Composition Program
﹁ which was suitable for junior high school students; 2) to investigate the
effect of the program of junior high school students on writing ability,
metacognition ,critical thinking and creative thinking; 3) to understand the
effect of the program of the students who were in different writing ablilty
level on metacognition,critical thinking and creative thinking ;4)to analysis
the writing process of junior high school students.
The subjects of this study were selected from Taipei Fang-Ho junior high
school. There were twenty-six students in the experimental group and twenty-five
students in the control group. Four instruments used to collect the data of
the subjects were "Writing Ability Scale," "Writing Metacognition Scale,"
"Critical Thinking Questionnaire," "Creative Thinking Questionnaire". The
data obtained were analyzed by one -way ANCOVA . The researcher use "Thinking
Aloud" to analyze the writing process.
The major findings were as follows:
1. After teaching the thinking composition program, the students in the
experimental group made significant improvements in writing ability, critical
thinking ability and creative thinking ability.
2. The thinking composition program helped students in the experimental group
on ideas and structure, but no significant on rhetorical.
3. There is no different between experimental group and control group on
Writing Metacognition Scale.
4. The students in the experimental group got higher score than students
in the control group on Critical Thinking Scale.
5. The students in the experimental group got higher score than students
in the control group on Creative Thinking Scale.
6. The students could make plan before writing, review article while
writing, revise article after writing, get ideas, use critical thinking
and creative thinking, understand how to improve writing skill.
Considering the major findings, suggestions for teaching composition in
junior high school and future research were given.