寫作教學，為國語文領域教學之重要一環。為使文本內涵更能對小學教師產生啟發與引導之功效，首先，由協同研究教師（本文第二作者，中部地區一所私立小學教師），反思並分七個階段自陳近五學年寫作教學之內涵與轉變歷程。其次，本文第一作者分從「特性與價值」及「影響因素」這兩個向度，針對其教學內涵與轉變歷程加以析論。就「特性與價值」而言，共析出三個項目，含「能大致對應九年一貫課程寫作能力指標」、「重視寫作歷程、方法與後設認知的教學」、「兼顧寫作基本能力之培養及結合國語文『課』的教學」。它們除可支持協同研究教師之教學值得參考，還可提示小學教師在進行寫作教學時，宜注意之方向及可採行之方案。至於「影響因素」則包含四個項目，分別是「職涯發展的追求及私立學校體制的壓力」、「外部教學顧問專業引導與多元介入」、「主動尋求資源及開放的自我反思與調整」及「同儕的心理支持與討論激盪」。這些項目和協同研究教師身處私立小學之情境密切相關。它們除可供小學實務工作者參考，還可為公立小學教師專業成長機制帶來不一樣的刺激與思考。

Writing teaching is an important component within the field of Chinese language teaching. In order to make this paper more inspirational and applicable to elementary teachers, first, the collaborative research teacher, who is the second author of this paper and a teacher at a private elementary school located in the central area of Taiwan, reviewed her own teaching content and changing processes in the area of writing teaching over the past five academic years, and described them in seven stages. Next, the first author of this paper analyzed and discussed the teaching content and changing processes aforementioned in terms of “traits and value” as well as “influencing factors”. As for “traits and value”, three items resulted from this study are as follows: 1. approximately matching the writing competence indicators of grade 1-9 curriculum; 2. emphasizing the teaching of writing process, methods, and meta-cognition; 3. combining the cultivation of writing’s basic competence with the teaching of ‘lesson’ for Mandarin. These three items not only can support the value of the teaching content and processes described by the collaborative teacher, but also specify the points should be paid attention to and the instructional project could be adopted. As far as “influencing factors”, four items were drawn as follows: 1. the aspiration of career development and the pressure from private school’s system; 2. professional guidance and multi-assistance from exterior teaching consultant; 3. actively looking for resources as well as self-reflection and modification with open-mindness; 4. peers’ help and brainstorming. These items were closely related to the elementary school situation where the collaborative research teacher taught at. Accordingly, they not only can provide references for elementary school practitioners, but also can bring different impetuses and thoughts for the professional development mechanism of public elementary school teachers.