构思策略教学改善小学写困生故事文质量的实验研究

摘要/Abstract

摘要： 采用实验组、控制组前后测实验设计,运用SRSD策略教学模式,对23名小学写困生进行构思策略的训练。实验结果表明,在训练之前,实验组与控制组学生在故事文的长度、6项分质量指标及总体质量上的得分差异均不显著;但在接受策略教学后,实验组学生所写的后测故事文在情节吸引力、条理清晰度和总体质量上的平均得分均显著优于控制组学生,其总体质量的改善效应为0.80。因此,构思策略的教学能显著改善小学写困生的故事文写作质量。

关键词: 小学生, 写作困难, 构思, 策略教学

Abstract: Using a pre-test and post-test experimental design,and through SRSD strategy instruction model,23 pupils with writing difficulties were taught strategies of planning.The results showed that before the training,differences on story length,six quality items and overall quality between experimental group and control group were not significant.But following instruction,compared to control group,students in experimental group got significantly higher scores on plot attractiveness,order clarity and overall quality.Effect size on experimental group's overall quality was up to 0.80.Therefore,story-writing quality of pupils with writing difficulties can be significantly enhanced through instruction of planning strategies.

Key words: pupils, writing difficulty, planning, strategy instruction

中图分类号:

G441

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.

TIAN Lan, ZHANG Da-jun. An Experimental Study on Enhancing Story-writing Quality of Pupils with Writing Difficulties through Planning Strategy Instruction[J]. Psychological Development and Education, 2011, 27(3): 282-288.

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