Development of Software to Support Argumentative Reading and Writing by means of Creating a Graphic Organizer from an Electronic Text
Development of Software to Support Argumentative Reading and Writing by means of Creating a Graphic Organizer from an Electronic Text
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通过从电子文本创建图形组织器来开发支持议论文阅读和写作的软件
DOI：
10.1007/s11423-019-09676-1
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Y.
中科院分区：
文献类型：
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作者：
Mochizuki;T.;Nishimori;T.;Tsubakimoto;M.;Oura;H.;Sato;T.;Johansson;H.;Nakahara;J. & Yamauchi;Y.
本文介绍了一个支持议阅读和写的软件程序的开发，特别是对新手学生。该软件帮助读者创建一个图形组织者从文本作为知识地图，而他们阅读和使用他们的先验知识，以建立自己的意见作为新的信息，而他们考虑写他们的论文。使用该软件的读者可以阅读文本，强调重要的单词或句子，选择并动态引用文本的下划线部分作为引用节点到知识地图上，通过连接节点来说明知识地图，然后在查看知识地图的同时将其观点写成文章;因此，该软件连接了辩论性的阅读和写作。六十三大一和大二的学生没有事先的辩论阅读和写作教育参加了设计案例研究，以评估软件在课堂上。34名学生被分配到一个班级，每个学生在使用软件对文本进行下划线和/或突出显示后开发一个知识地图，而29名学生被分配到一个班级，他们在下划线和/或突出显示文本后简单地写论文，而不创建知识地图。在接受了关于简化的图尔敏模型的指导之后，接着是关于在辩论阅读和写作中使用软件的指导以及阅读一个训练文本，学生阅读目标文本并发展他们的论文。结果表明，根据目标文本的下划线和/或突出显示绘制知识地图的学生比那些没有绘制地图的学生写了更多的议论文。进一步的分析表明，开发知识地图培养了捕捉目标文本的论点的能力，并直接在知识地图上将学生的想法与文本的论点联系起来，有助于学生写出更具建设性的文章。因此，我们讨论了其他必要的支架，例如自动论点检测和协作学习功能，以提高学生对适当的阅读和写作策略的使用。
This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.