作文前构思时间分配及其对写作成绩影响的研究

心理发展与教育 ›› 2001, Vol. 17 ›› Issue (2): 36-40.

作文前构思时间分配及其对写作成绩影响的研究

戴健林, 许尚侠, 莫雷

广州华南师范大学教育科学学院

出版日期:2001-04-15 发布日期:2001-04-15
作者简介:戴健林(1964- ),男,汉族,浙江省仙居县人,华南师范大学教育管理系,副教授.

Allocation of Planning Time and its the Effect on the Writing Achievement

Online:2001-04-15 Published:2001-04-15

摘要/Abstract

摘要： 通过3个分实验考察了优差生的作文前构思时间分配及其不同的构思时间分配策略对作文成绩的影响。实验1发现“优生”和“差生”在无时限写作情况下,前者花在构思上的时间更多,并运用了较好的构思策略;实验2发现“优生”和“差生在限时写作情况下,在构思时间上没有显著的差异,但他们在构思策略上仍表现出差异;实验3发现长时限构思比短时限构思能够带来更好的文本质量。作者对写作前构思的计划和管理,可能是提高作文质量的自我调控策略之一。

关键词: 写作, 构思时间分配, 时限, 自我调控策略

Abstract: The purpose of this study was to probe into the allocation of planning time between the top and poor students as well as the possible effects of the different strategies of allocation of planning time on the writing achievement.Experiment 1 and 2 studied the differences between the top students and poor students'arrangement of the planning time in the condition of unlimited time and limited time.Experiment 3 investigated the possible effect of the different allocation strategy of planning time on the writing achievement.The results showed that the top students spent much more time on writing plan in the condition of unlimited time and that there were significant better achievement in longer limited planning time than shorter limited planning time.

Key words: composition, time-allocation, self-regulated strategy

中图分类号:

G442

戴健林, 许尚侠, 莫雷. 作文前构思时间分配及其对写作成绩影响的研究[J]. 心理发展与教育, 2001, 17(2): 36-40.

参考文献

[1] Spivey,N.N,&King,J.R.(1989).Readers as writers composing from sources.Reading Research Quarterly,24(1),7-26.
[2] Rennie,D.L.,&Brewer,L.(1987).A grounded theory of thesis blocking. Teaching of Psychology,14(1),10-16.
[3] Bereiter,C.,&Scardamalia,M.(1986). Written composition.In M. Wittrock(ED.),Handbook of research on teaching.(3th ed.,pp.778-803).New York:MacMillan.
[4] Flower,L.,& Hayes,J.R.(1980).The dynamic of composing:Making plans and juggling constraints.In L. Gregg and E.Steinberg(Eds),Cognitive processes in writing,31-50.
[5] Carey,L.,Flower,L.,Hayes,J.R.,Schriver,K.,&Hass,C.(1987).Differences in writers'initial task representations(Office of Naval Research Technical Report 2).Pittsburgh,PA: Carnegie-Mellon University.
[6] Zimmerman,B.J.(1997).Becoming a Self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology,22,73-101

相关文章 8

[1]	李航, 刘儒德, 刘源. 大学生外语写作自我效能感在写作焦虑对写作成绩影响中的中介效应[J]. 心理发展与教育, 2013, 29(4): 385-390.
[2]	田澜, 张大均. 构思策略教学改善小学写困生故事文质量的实验研究[J]. 心理发展与教育, 2011, 27(3): 282-288.
[3]	王可, 林崇德. 中学生写作中思维品质的发展特点[J]. 心理发展与教育, 2007, 23(2): 100-105.
[4]	吴红云. 教学活动条件下大学生英语写作元认知的特点[J]. 心理发展与教育, 2006, 22(2): 81-84.
[5]	姚梅林, 徐守森, 杨永宁. 不同自我评价方式对高中生写作的影响[J]. 心理发展与教育, 2006, 22(1): 74-79.
[6]	吴洪珺, 刘翔平, 杜英. 目标设置对写作困难儿童议论文说服力的促进效应研究[J]. 心理发展与教育, 2006, 22(1): 69-73.
[7]	伍新春. 小学六年级学生写作构思策略培养的实验研究[J]. 心理发展与教育, 2001, 16(4): 52-56,64.
[8]	戴健林, 莫雷. 西方关于写作过程的自我调控研究的进展[J]. 心理发展与教育, 1999, 15(3): 54-57.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed