本研究旨在探討遊戲活動對國小五年級學障生寫作能力的影響。整個行動研究分為三個階段，以三種遊戲活動分別引發學障生潛藏內心深處的觀察力、聯想力與組織力，希冀學生能將在遊戲過程中習得之前述三種能力運用於寫作歷程中，創作出具備開頭、經過與結果的短篇故事。而寫作歷程則涵蓋師生遊
戲互動、學生口語發表、短句敘寫、故事範本、詞性與標點符號教學、畫故事線、師生討論等前奏要素，然後以研究者自編的寫作能力評量表為依據，就兩位學障生在三個階段所寫之作品進行評分，供研究者釐清學生在寫作過程所遭遇之問題，再從其問題中省察梳理可行之解決途徑，順勢分享研究者在這個動態歷程中的轉變與成長。
以下為這套行動研究歷程中歸納所得之結論：
一、 只有適合的遊戲才能使教學事半功倍
二、 遊戲與寫作教學若融合無間可提升學障生的寫作能力
三、 寫作前需提供一個架構以利學生做構思
四、 學障生的寫作教學需於過程中透過提問讓學生抓緊脈絡
五、 學障生若要發揮寫作能力需靠老師在一旁做部分提點
六、 只有保持開放的心才能欣賞學生的「才華」
The research is to explore the impact of play activity program on the writing
skills of the 5th graders with learning disabilities. The whole action research is divided into three stages, and three play activities were employed to activate the skills of observations, association, and organization that were dormant inside the students, with the goal that the students are able to use the aforementioned three abilities acquired through the research activities on their composition processes, so that they can write short stories with clear structures that consist of beginnings, main content, and endings. And the following activities during the games would help students on their composition processes: interactions during play activities between teachers and students, students’ verbal expressions, sentence completion, sample stories reading,
instructions of simple grammar and punctuations, drawings of story plots, and class discussions. Then based on researcher’s writing skill scoring table, researcher would evaluate the compositions of the research subjects (two students) with learning disabilities during the three stages each of the research, and discover what kind of challenges that the students have, the solutions that can address these challenges. Consequently the researcher would also experience professional growth. The followings are the conclusions of this action research:
1. Only with the right play activities that there would be substantial added
benefits to the teaching.
2. If we can incorporate play activities into the composition process
seamlessly the writing skills of students with learning disability can be
improved.
3. A framework would need to be provided to help students’gather thoughts
before composition.
4. Thought-provoking questions need to be raised to help students to focus on
the context important points in the composition class.
5. Teachers would need to provide some hints and clues on the class for
students to use their potential on their composition.
6. To be able to appreciate the special “talent” of students, a teacher only
need to keep open-minded.
