本研究旨在探討利用Big6技能教學於高中一年級學生小論文寫作課程學習成效，並根據研究結果提出閱讀教師對於小論文寫作教學之改善建議，提供高中教師日後進行專題式教學之參考。 本研究採準實驗研究法、觀察法、文件分析法及訪談法，以兩班高中一年級學生為研究對象，一班為接受「Big6技能」小論文寫作教學之實驗組學生，一班為接受傳統分段寫作教學之控制組學生，兩班學生皆由研究者進行教學，進行為期十週共十二堂之實驗教學課程，在教學前後，對研究對象實施前測、後測，藉以了解學習成效是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一.小論文寫作主題課程內容規畫宜在Big6技能教學中加入分段寫作教學指導。 二.學生學習成效表現在量的提升有明顯效果，在質的提升未達顯著差異。 三.小論文寫作教學宜有教師社群協作進行指導。 最後，根據研究結果，提出對高中教師進行Big6技能小論文寫作教學及未來研究之建議。 / This study aims to discuss the application of learning Big Six Skills to high school students' learning effect on essay writing course. Based on the research results, reference to high school teachers of the essay writing course into the instruction for pupils is proposed. With experimental research, observation method, documentary analysis, and interview, two classes of High school first grade students are studied. Students in the same class as one experimental group. One class receives the instruction of Big Six Skills, the other class which as the control group receives traditional instruction in essay writing class. Both classes are instructed by the researcher for 12 sessions in 10 weeks. In order to understand whether the difference is significant or not, students are preceded pretest and post-test before and after the instruction. According to the data analysis and the research results, the following conclusions are summarized. 1.The essay writing course content planning should be in the Big Six skills teaching into the traditional writing teaching guidance. 2.The performance of students' learning effectiveness has obvious effect in improving the quality, but there is no significant difference in qualitative improvement. 3.The teaching of essay writing should be guided by cooperation of teachers. Finally, according to the research suggestions for high school teachers of essay writing and future research are proposed according to the research results.