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The effects of structure-based approaches to the writing system as the basis for orthographic learning. Intervention study in spelling lessons with fifth graders

基于结构的方法对作为拼写学习基础的书写系统的影响。

基本信息

批准号：
279112504
负责人：
Professorin Dr. Astrid Müller
金额：
--
依托单位：
Arbeitsbereich Didaktik der deutschen Sprache und Literatur
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2021-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/279112504?language=en
关键词：
effects structure based approaches writing

项目摘要

Linguistic research has shown that the German writing system in its core area is characterized by a highly systematic approach. However, its benefits for the didactic modeling of orthographic teaching-learning processes has hardly been the subject of empirical research so far. This project will try to fill this academic void. It not only has great relevance in the light of the poor spelling performance of German pupils, it is also expected that the results of this study influence the development of orthography didactics both in terms of the acquisition of written language as well as on the secondary spelling lessons. As part of an intervention study we would like to examine whether and how the spelling performance of fifth graders developed within an education process that is based on the structure of the German writing system, which was founded by the graphematics and modeled by the orthography didactics. To answer the research question, six fifth graders-classes are to be taught by a concept that is based on the structure of the writing system. The lessons will be focused on providing insights into phonographic-syllabic and morphological regularities of word writing as well as the intra-sentence capitalization. Learning processes are to be triggered by discovery- and inquiry-based learning. In a repeated measures design the learning development of the intervention group shall be compared with a control group (also in six classes with similar conditions) which receives traditional spelling lessons at the same time. These contain the use of textbooks and other teaching materials that help learning rules and foster the memorization of spellings. In addition, the students procedural and declarative knowledge and reflexive problem solving strategies concerning selected phenomena if the German orthography are to be conducted via qualitative methods with a part of the sample. This is to find out, to what extent the teaching of orthographic regularities or phenomena respectively influence the students beliefs about the structure of the writing system. It is also interesting to investigate whether their beliefs can direct them in orthographic problem solving situations. In addition, it is examined whether the teachers can use their knowledge for the assessment of spelling performances and learning materials. The project is planned to take a period of three years. The first year of the project serves for the development of the didactic design, materials and lesson plans, developing test materials as well as the finding and preparation of classes and teachers. In the second year the training of the teachers as well as the implementation of the intervention (which takes approximately four months) shall be carried out. Apart from that the testing and evaluation of the data is supposed to be conducted. In the third year of the project we will be working on the interpretation and publication of the research findings.

语言学研究表明，德语书写系统在其核心区域具有高度系统化的特点。然而，它的教学模式的正字法教学过程的好处几乎没有实证研究的主题。该项目将试图填补这一学术空白。它不仅具有很大的相关性，在德国学生的拼写表现不佳的光，它也预计，这项研究的结果影响正字法教学法的发展，无论是在收购的书面语言，以及对中学拼写课。作为干预研究的一部分，我们想研究是否以及如何拼写性能的五年级学生开发的教育过程中，是基于德国的书写系统，这是成立的graphistics和建模的正字法教学法的结构。为了回答这个研究问题，六个五年级班将被教导的概念，是基于结构的书写系统。课程的重点是提供对单词写作的语音音节和形态的理解，以及句内大写。学习过程将由基于发现和探究的学习触发。在重复测量设计中，将干预组的学习发展与同时接受传统拼写课的对照组（也是六个条件相似的班级）进行比较。其中包括使用教科书和其他有助于学习规则和促进拼写记忆的教材。此外，学生的程序性和陈述性知识和自反性问题解决策略有关选定的现象，如果德国正字法是通过定性方法进行的一部分样本。本研究旨在探讨正字法教学与正字法现象教学在何种程度上影响学生对文字结构的认知。这也是有趣的调查是否他们的信念可以直接在正字法解决问题的情况。此外，还考察了教师是否可以利用他们的知识来评估拼写表现和学习材料。该项目计划为期三年。该项目的第一年用于开发教学设计，材料和课程计划，开发测试材料以及寻找和准备班级和教师。在第二年，将对教师进行培训，并实施干预措施（大约需要四个月）。除此之外，还应该对数据进行测试和评估。在项目的第三年，我们将致力于研究结果的解释和出版。