动态评估作为获得文本修订的自我监管策略
Olga Arias-Gundin1, Celestino Rodríguez2, Raquel Fidalgo1
1Psychology, Sociology and Philosophy Department, University of León, 24071 León, Spain.
Behavioral sciences (Basel, Switzerland)
|January 28, 2026
概括
专注于实质性修订的教学计划显著提高了学生的写作技巧. 这种方法增强了自我调节和元认知控制,以获得更好的文本修订结果.
科学领域:
- 教育心理学教育心理学
- 写作教学 写作教学
背景情况:
- 文本修订对于写作发展至关重要.
- 经验较少的作家面临着修订策略,自我调节和元认知评估等挑战.
- 教学计划可以通过专注于有效的修订技术来应对这些挑战.
研究的目的:
- 评估不同教学课程在文本修订方面的有效性.
- 调查动态评估在修订期间促进自我监管方面的作用.
- 为了比较机械,实质,综合修订和重写策略对写作性能的影响.
主要方法:
- 采用了一种含有重复措施的准实验性设计.
- 88名中学生 (年龄在13-15岁) 被随机分配到四个条件:机械修改,实质修改,组合修改或重写.
- 干预的重点是表面水平的纠正,内容/结构的改进,或它们的组合.
主要成果:
- 实质性修订组的学生在他们的修订中表现出了最显著的改进.
- 强调深入,以内容为导向的修订的教学方法是最有效的.
- 该研究表明,修订策略与自我调节技能发展之间存在积极的相关性.
结论:
- 以实质性修订为中心的教学计划对于提高学生写作表现非常有效.
- 在以修订为重点的指令中嵌入元认知支持是有价值的.
- 有针对性的修订策略,特别是那些侧重于内容和结构的策略,在年轻作家中培养了关键的自我调节技能.
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