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.

语言研究表明，其核心领域的德国写作系统的特征是一种高度系统的方法。但是，到目前为止，它对拼字学教学过程的教学教学过程的教学建模的好处并不是实证研究的主题。该项目将试图填补这一学术空白。它不仅鉴于德国学生的拼写表现不佳，而且还可以预期，这项研究的结果在获得书面语言以及次级拼写课程方面都会影响正学教学法的发展。作为一项干预研究的一部分，我们想研究五年级学生的拼写表现以及如何基于德国写作系统结构的教育过程中发展的，该过程是由象征学建立并由拼字法教学法建立的。为了回答研究问题，六个五年级的级别将由一个基于写作系统的结构的概念来教授。这些课程将集中在提供单词写作以及句子内大资本化的记录音节和形态规律的见解。学习过程将由发现和基于询问的学习触发。在重复的措施设计中，应将干预组的学习开发与对照组（在具有相似条件的六个类别中）进行比较，该组同时接受了传统的拼写课程。其中包含使用教科书和其他教材，这些教科书有助于学习规则并促进拼写的记忆。此外，如果要通过与样本的一部分进行定性方法进行，学生的程序和声明性知识以及有关选定现象的反思性问题解决策略，则有关选定现象的策略。这是为了找出拼字法规性或现象的教学在多大程度上影响学生对写作系统结构的信念。调查他们的信念是否可以指导他们在拼字问题解决情况下也很有趣。此外，还检查了教师是否可以利用他们的知识来评估拼写表演和学习材料。该项目计划需要三年的时间。该项目的第一年是开发教学设计，材料和课程计划，制定测试材料以及班级和教师的发现和准备。在第二年，应对教师的培训以及干预措施的实施（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。