How Drawing can Support Writing Acquisition: Text Construction in Early Writing from a Vygotskian Perspective
How Drawing can Support Writing Acquisition: Text Construction in Early Writing from a Vygotskian Perspective
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绘画如何支持写作习得：从维果茨基的角度来看早期写作中的文本构建
DOI：
10.1177/183693911303800404
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
N. Veresov
中科院分区：
文献类型：
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作者：
N. Mackenzie;N. Veresov
要真正识字，儿童需要学会创造、理解和使用书面、视觉、听觉和多模态文本。当他们开始上学时，他们通常能够创作口语和视觉文本（绘画），但在书面文本创作（写作）方面的技能有限。我们的研究调查了如果老师鼓励孩子们在正式学校教育的前六个月继续视觉文本创作，同时教他们创作书面文本，会发生什么。来自澳大利亚地区中心6所学校的10名教师和60名儿童参与了这项研究。遗传研究方法论（GRM）提供了一个框架，用来询问和理解数据，从而为探索绘画和早期写作发展之间的关系提供了一种“新”方式。我们认为，鼓励孩子们画画，同时教他们如何写作，可以让孩子们创造出有意义的文本，这些文本的复杂性是他们单独使用传统的印刷形式可能无法创造的。我们还认为，将绘画纳入早期写作课程比以往任何时候都更重要，因为当代对识字的理解。
TO BE TRULY LITERATE, children need to learn to create, comprehend and use written, visual, aural and multimodal texts. When they start school, they are usually able to create spoken and visual texts (drawings) but have limited skills in written text creation (writing). Our study investigated what would happen if teachers encouraged children, in the first six months of formal schooling, to continue visual text creation while they taught them to create written texts. Ten teachers and 60 children from six schools in a regional centre in Australia informed the study. Genetic Research Methodology (GRM) provided a framework with which to interrogate and understand the data and consequently a ‘new’ way of exploring the relationship between drawing and early writing development. We argue that encouraging children to draw, while teaching them how to write, allows children to create meaningful texts of a complexity that they may not be able to create using conventional print forms alone. We also argue that the incorporation of drawing into the early writing curriculum is more important than ever given contemporary understandings of literacy.