合作论证:明确指导和协作写作的影响对中学生的论证写作
Yana Landrieu1, Fien De Smedt1, Hilde Van Keer1
1Department of Educational Studies, Ghent University, Henri Dunantlaan 2, Ghent, Ghent, 9000 Belgium.
概括
明确的指导与协作写作相结合,可以提高中学生的论证性写作技巧和自信. 交替写作方法被证明与持续协作一样有效,尽管需要进一步研究协作质量.
科学领域:
- 教育心理学教育心理学
- 写作教学 写作教学
- 中等教育 中等教育.
背景情况:
- 有效的写作指导对于中学生至关重要.
- 了解协作学习对学业成绩的影响是一个正在进行的研究领域.
- 自我有效性显著影响学生的参与和写作任务的成就.
研究的目的:
- 调查明确指令和协作写作的影响学生的论证性写作表现.
- 评估这些方法对中学生写作自我效能的影响.
- 评估交替单个和协作写作阶段的有效性.
主要方法:
- 集群随机对照试验 (CRT) 设计.
- 用多层次分析来分析数据.
- 干预涉及明确的指令和不同的协作写作策略.
主要成果:
- 明确的指令与协作写作相结合,与改善的论证性写作表现正相关.
- 综合方法也显示出与增加写作的自我效能有积极的关系.
- 与连续合作相比,单独和协作写作阶段的交替并没有产生明显不同的结果.
结论:
- 明确的指导和协作写作对提高中学生的写作技巧和自信有好处.
- 协作结构 (交替与连续) 可能比协作本身的存在更不重要.
- 未来的研究应该专注于协作的定性方面,以了解写作过程中的交互动态.
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