本研究通過協同探究的內容分析歷程，分析106 位澳門小學五年級兒 童，在課堂上、80 分鐘內、不接受指導的條件下，所撰寫的記敘文中展現 的修辭格技巧。我們發現106 篇記敘文中：(1) 最常出現的修辭格是單字 重疊、摹視、追述的示現與詞語隔離反覆；(2) 涉及銜接全篇、段落的修 辭格包括追溯的示現、提問、類句與段間頂真；(3) 調整表意方法的修辭 格出現次數多於設計優美形式的修辭格；(4) 摹寫出現的次數多於示現； 類字類句出現的次數多於排比、層遞；(5) 未能具象、創新地描寫、語法 錯誤、運用方言等因素，影響修辭格文本的表現。我們建議：分析各年級 小學生運用修辭格的能力，規劃修辭格教學序列；引導學生具象、創新地 描寫事物與感受

The study used the content analysis method through the process of co-operative inquiry to analyze the utilization of rhetorical devices by 106 Macao fifth graders in Chinese narrative writing (students wrote essays alone in 80 minutes in class). We found: 1. reduplication, visual description, the representation of a past event, and the repetition of expression (epanalepsis) were the most common rhetorical devices in students’ narrative writings; 2. students used the representation of past events, rhetorical questions, the repetition of sentences, and anadiplosis to link paragraphs or the whole writing; 3. students used rhetorical devices which can promote expression more than those which can design ideal forms; 4. sensory description texts were more common than the representation of past event texts, and repetition texts were more common than parallelism and climax texts; 5. description without imagined, specific, or original representation, grammar mistakes, and dialect usage and diction were the factors which effect the performance of rhetorical devices texts. We suggest: 1. designing the teaching order of rhetorical devices and integrating reading and writing instruction based on students’ ability to use rhetorical devices; 2. providing chances for students to describe things or feelings imaginatively, specifically, and originally as a good start to the teaching of rhetorical devices.