Teachability of Reflective Processes in Written Composition
Teachability of Reflective Processes in Written Composition
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书面作文中反思过程的可教性
DOI：
10.1207/s15516709cog0802_4
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发表时间：
1984
期刊：
影响因子：
--
通讯作者：
Rosanne Steinbach
中科院分区：
文献类型：
--
作者：
M. Scardamalia;C. Bereiter;Rosanne Steinbach
反思性思维在写作中的延续归因于内容问题空间和修辞问题空间之间的双向交流。一项涉及六年级学生的教学实验旨在帮助他们独立维持这种双向过程，而不是更典型的产生内容并将其写出的单向过程。教学包括教师和学生大声思考的模型，在计划独白时使用线索来刺激自我质疑，以及强调辩证地综合相互冲突的想法的直接策略指导。有声思考协议中的反思性陈述的数量和作文的反思性评分的增加表明，在对个人想法的反思水平上取得了进展。
Reflective thought, as sustained in writing, is attributed to two-way communication between a content problem space and a rhetorical problem space. An instructional experiment involving sixth-graders aimed at helping them sustain such a two-way process independently, in place of the more typical one-way process of generating content and writing it out. Instruction included modeling of thinking aloud, both by instructors and students, use of cues to stimulate self-questioning during planning monologues, and direct strategy instruction emphasizing dialectical synthesis of conflicting ideas. Increased numbers of reflective statements in thinking-aloud protocols and rated reflectiveness of compositions indicate gains were made at the level of reflection on individual ideas.