通過分層隨機抽樣，我們以問卷調查臺北市、北京與澳門857位小學四至六年級中文老師的寫作教學實踐。臺北市的優勢為：教師學歷高者多；較多老師自編課程與教材、要求學生寫讀書心得與學習單；重視「計畫」的教學；學生較常依自己的速度寫作、較常互相幫助。與北京相較，臺北市教師採用證據本位寫作實踐的頻率較低、較少上作文課、作文篇數較少。我們建議臺北市：提升教師對課程綱要、證據本位寫作實踐與跨學科寫作課程的認識；整合閱讀與寫作教學，發展跨年級校本寫作課程，平衡教導知識、練習技巧與策略、寫文章，及增進寫作動機的時間。 Grades 4-6 Chinese language teachers (N = 857) from Taipei, Beijing, and Macao were surveyed about writing practices. Taipei’s strengths: more teachers designed writing materials, assigned reading reflection, taught planning, and more students wrote at their own pace and helped classmates. Taipei teachers had less frequent evidence-based writing practice and writing classes than Beijing. Recommendations: improving Taipei teachers’ recognition of evidence-based writing practices, balancing knowledge teaching, skills and strategies practices, writing essays, and motivation improvement.