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A theoretical and empirical investigation of writing instruction with the aim of facilitating text generation processes

以促进文本生成过程为目的的写作教学的理论和实证研究

基本信息

批准号：
13680314
负责人：
NAKANISHI Makoto
金额：
$ 1.15万
依托单位：
Ehime University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

The objectives of the present study are to develop writing instruction theoretically motivated by research into text generation processes and to empirically examine the effects of such instruction.This research has adopted the following procedures : (1)reviewing cognitive psychology research into text generation processes and surveying how writing instruction is currently conducted in the US ; (2)examining the materials for writing instruction included in the present Japanese primary school textbooks from the viewpoint of facilitating text generation processes ; and (3)investigating the effectiveness of new writing pedagogy for primary school students in which to raise their awareness of the "reader."Based on a review of relevant cognitive psychology research and anexamination of Japanese textbooks for primary students, new writing pedagogy was developed and implemented, and its effects empirically examined. In this writing instruction, learners were encouraged to raise their awareness of the "reader。" The results has shown that (1)the writing instruction actually had its intended effects, especially for students with lower writing abilities ; (2)by reading what other students wrote and providing feedback, primary school students gradually improved their metacognitive awareness of the writing processes ; and (3)with the advancement of grades, students gradually showed different evaluation performance, and the fourth grade marked the point of qualitative change.

本研究的目的是通过对语篇生成过程的研究，从理论上探讨写作教学，并从实证上检验写作教学的效果，本研究采用了以下方法：（1）回顾认知心理学对语篇生成过程的研究，调查美国写作教学的现状;（2）从促进语篇生成的角度考察日本现行小学教科书中的写作教学材料;（3）调查新的小学写作教学法对提高小学生“读者”意识的有效性。本文在回顾认知心理学相关研究的基础上，结合对小学日语教材的考察，提出了新的写作教学法，并对其实施效果进行了实证检验。在写作指导中，鼓励学生提高对“读者”的认识。“结果表明：（1）写作教学确实取得了预期的效果，尤其是对写作能力较低的学生;（2）通过阅读其他学生写的东西并提供反馈，小学生对写作过程的元认知意识逐渐提高;（3）随着年级的推进，学生的评价表现逐渐呈现出不同的特点，到了四年级，学生的评价表现出现了质的变化。