阅读范文对小学生作文成绩的影响

摘要/Abstract

摘要： 为考察阅读范文是否能够提高三年级小学生记叙文写作的成绩,在建立低年级小学生记叙文写作评价指标的基础上,选择1篇完整范文并设计8篇不同类型的不完整范文,选取300名三年级小学生为被试进行了实验研究。实验结果表明:(1)阅读完整范文和联结内容式、补充中间式、补充开头式、补充结尾式等不完整范文能够明显提高小学生记叙文写作结构分项的成绩,阅读其他4种类型的不完整范文作用不明显。(2)阅读完整的和8种不完整范文均能明显提高小学生在记叙文写作内容分项的成绩。(3)除了补充开头式、补充中间和结尾式两种不完整范文之外,阅读其他7种范文均能明显提高作文词句分项的成绩。(4)阅读范文对避免写作中出现错别字、错用标点符号和病句无显著作用。

关键词: 小学生, 记叙文, 完整范文, 不完整范文

Abstract: Introduction In composition instruction teachers generally recommended for pupils to read some complete model essays,and rarely used incomplete model essays.However,the authors were inspired by the incomplete worked-example and believed that the results of reading some types of incomplete model essays as well as or may be better than the results of reading a complete model essay.Method In order to verify the hypothesis,the authors established an evaluating indicator of pupils' narrative writing,and designed one complete model essay and 8 different types of incomplete model essays.300 third-grade pupils were randomly divided into 10 groups,one group was the control group,and other 9 groups were experimental groups.All the pupils were asked to write a narrative with the same subject during the first phase of the experiment (in 30 minutes),and then tock rest for10 minutes.After10 minutes,the pupils of one experimental group read the complete model essay,other 8 experimental group separately read one types of incomplete model essays,and the control group studied by oneself in scheduled time but did not read anything model essay during the second phase of the experiment (in 10 minutes),and then tock rest for10 minutes.After10 minutes all the pupils of the 10 groups pupils were asked to rewrite a narrative with the same subject as the same as before during the third phase of the experiment (in 30 minutes).Results Each composition of the pre and post was assessed by three graduate students which master the evaluating indicator of pupils' narrative writing and calculated the sub-scores.The results showed that the article content post scores of the experimental groups were all significantly batter than the per scores and the control group; The article frame post scores of the complete model essay groups and 4 incomplete model essays groups were remarkable batter than the per scores and the control group,and other 4 incomplete model essays groups were not remarkable; The post scores of the good words and sentences of the complete model essay groups and 6 incomplete model essays groups were remarkable batter than the per scores and the control group,and other 2 incomplete model essays groups were not remarkable; But the post scores with the per scores of the writing mistakes scores of the all experimental groups and the control group,there were not significantly difference.Conclusions Third-grade pupils which reading some types of incomplete model essays could improve their composition achievements as well as or may be better than the results of reading a complete model essay,but some types of incomplete model essays were not.However,reading model essays (complete or incomplete) couldn't improve the writing mistakes.

Key words: pupils, narrative, complete model essay, incomplete model essay

中图分类号:

G623.2

王瑶, 张奇. 阅读范文对小学生作文成绩的影响[J]. 心理发展与教育, 2012, 28(5): 495-501.

WANG Yao, ZHANG Qi. Reading Model Essay Influenced Pupils’ Composition Achievements[J]. Psychological Development and Education, 2012, 28(5): 495-501.

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