本研究旨在探討國文曼陀羅寫作教學法對高中生寫作成就之影響，採文獻分析、準實驗研究及問卷訪談法，以高中生為對象，分別以兩次學測聯合模擬試題前、後測試題進行資料蒐集，另以半結構式訪談瞭解研究對象之學習感受。所得量化資料以描述性統計、單因子共變數分析、二因子變異數分析進行分析，質性資料則以教室觀察記錄、半結構式訪談大綱與學生作品進行評析，提出結論如下：一、曼陀羅寫作教學法可增進中成就高中生國文寫作成就。二、高中生對曼陀羅寫作法的理解度與接受度俱佳。三、高中生在學習曼陀羅寫作法的困難點不一。四、曼陀羅寫作法對高中生寫作意願及信心皆有正面影響。根據上述研究結果，本研究對高中國文教師寫作教學建議如下：一、推廣曼陀羅寫作教學法，以增進高中生擴散式思考的能力。二、進行曼陀羅寫作教學法，以促進高中生聚斂式思考的能力。三、宜重視開發低成就高中生潛能與個別指導高成就者更上層樓。四、鼓勵高中生分段練習較弱的寫作階段，再進一步練習整體論文寫作。五、提供不同難度試題以符應不同程度高中生之需求。六、提供高中生寫作素材，以加強其寫作內涵。

Taiwan’s senior high students’ competence in writing Chinese essay is getting worse and worse, which requires a prompt solution. This study aims at discussing the effects of-teaching Taiwan senior high students writing Chinese essay with Mandala writing approach. The purpose of this study is to construct a way to teach Chinese composition with Mandala writing approach and to learn how this approach affects senior high students’writing skills. This study has employed documentary analysis, quasi-experimentation and questionnaires to collect relevant information about how senior high second graders were doing before and after two simulated university entrance examinations. Thereafter, semi structured interviews are carried out to learn the learners’ perception. The obtained quantitative data are processed with descriptive statistics and Two-Way ANOVA. Qualitative information is analyzed with classroom observation records, semi-structured interviews and student’s works. The conclusions are: 1. Mandala writing approach improves medium-achieved senior high students’ Chinese writing achievement. 2. Senior high students’ degree of perception and acceptance on Mandala writing approach is high. 3. Students encounter different difficulties when learning Mandala writing apptoach. 4. Chinese Mandala writing approach brings benefits to improving senior high students’ learning attitude and confidence in writing.