國語文作業指導，乃小學教師及課後照顧機構教保人員，重要工作項目之一。本文以建構主義取向國語文作業指導原則與技巧為探究焦點。除參考相關文獻，筆者還反思自我的實踐經驗，並透過文件蒐集、觀察及訪談等方式，取得相關資料。後者，資料蒐集對象為一所運用建構主義之原理進行作業指導之小學，一到六年級教師之作業指導實務。筆者分析潛隱於這些資料之中的建構主義取向作業指導原則與技巧。總結本文研究結果：首先，針對兒童作業可能出現的問題類型－含「未經思考或不知其意的抄寫」、「做錯」、「不會而空白」及「寫得不完整或可再精簡」四類，提出建構主義取向國語文作業指導原則與技巧。其次，就這四類問題類型之共通性指導原則與技巧，加以闡明。綜合言之，教師在作業指導過程中，可彈性運用理解性、質問性及提示性的提問，若有需要，再進行講解、說明或示範之教學活動。再者，教師宜讓兒童有思考探究及自行發現與解決問題之空間，且可引導兒童先說出自我的想法，再進行書寫之活動。這些指導原則與技巧之運用，不但可協助學生改正錯誤與解決問題，還可讓其發展出較高層次心理能力，且有益學生主動探究與認真習寫態度 之培養。

Guiding Mandarin assignments is a vital task for elementary school teachers and practitioners of after-school care and education programs. This paper focused on the guiding principles and skills of the constructivist approach for Mandarin assignments. In addition to citing relevant literature, the author reflected on his own experience and obtained related data through document collection, observation, and interviews. An elementary school where instructors employ the theories of constructivism in guiding students' assignments has served as the data collection site; the assignment guiding practices of the instructors from grade one through six were gathered. The author then analyzed the assignment guiding principles and skills of the constructivist approach implicated in these data. This paper concludes by proposing guiding principles and skills for Mandarin assignments, targeting four types of inadequacies students commonly demonstrate: “thoughtless and meaningless copying,” “mistakes,” “inability to accomplish,” and “incomplete or could be condensed.” To summarize, teachers may flexibly use comprehensive, interrogative, and prompted questions in the process of guiding assignments. Explanation and demonstration could also be used if necessary. Meanwhile, teachers must create opportunities for pupils to think and explore as well as discover and solve problems independently. Moreover, teachers may guide and encourage pupils to voice their thoughts aloud before writing. These guiding principles and skills may not only assist students in correcting their inadequacies and solving their problems, but may also help develop higher-level mental functions. Such principles and skills are also beneficial in cultivating the attitudes of inquiring actively and writing seriously.