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通过写作中的互评促进写作监控意识实验研究 ：以中三情境作文为例 (An experiment on enhancing metacognition awareness in secondary three composition writing through process writing and peer assessment approach)
Author
Cai, Yiwei
Supervisor
Aw, Guat Poh
Abstract
长期以来，写作一直是师生共有的烦恼——学生为写作文唉声叹气；教师则为改作文疲惫不堪。在写作教学方法上，华文教师长期依赖“控制写作法”——教师给学生讲解布置作业，批改作文，再发还给学生改正誊清。从审题、引导写作方向、提供美言佳句和参考范文、字斟句酌的精批细改，到最后的书面反馈，教师们都投入了极大的心力。然而，学生的写作能力却有待提升。至今，作文教学尚存许多有待解决的问题，常见的包括写作内容千篇一律、内容与条理不合逻辑、词句贫乏，有欠流利、缺乏写作微技能等。笔者认为，这是因为学生被动学习的结果。为了激发学生的主动性，笔者以激活写作监控意识，并提升写作表现为研究目的，以情境作文为范围，分别在中三快捷班和中三普通班进行为期两个学期，前后两轮的过程写作实验教学。教学设计不再以教师讲解和批改为唯一的方法，而是转为结合过程写作法，以同伴互评为监控手段，引导学生通过互评合作，激活写作监控意识，并提升写作表现。定量与定性数据分析结果显示，互评对意识监控与写作表现均有积极的改进作用。研究结果显示同伴互评对于普通班以及快捷班程度较弱的学生帮助更大。笔者借此抛砖引玉，以此文为同道的参考，以提升作文教学的效率。
In Singapore, most Chinese teachers adopt direct instructional method in the teaching of situational essay writing. Teachers put in tremendous amount of time and effort in providing step-by-step instructions and scaffolding to help students complete their essay. Even so, teachers are still unable to bridge the existing gap in students’ writing. This one-size-fits-all instruction method has resulted in students’ work lacking individuality. This method of teaching does not facilitate communication between teachers and students. It hinders self-directed learning and restrains students’ flow of creativity. Besides, teachers’ comments became their only source of verbal feedback. This study was conducted for a semester, which includes two rounds of process writing. Two groups of Secondary Three students from the Express and Normal Academic stream were chosen for this study. The purpose of this study is to examine whether process writing and peer assessment help to improve students’ metacognition awareness and writing skills. Interviews, teacher’s reflections, textual and questionnaire data revealed that these students’ metacognition awareness and writing skills improved due to peer assessment and process writing. The results were especially significant among lower performing students. This study is beneficial to the process of teaching Chinese composition writing and peer assessment.
In Singapore, most Chinese teachers adopt direct instructional method in the teaching of situational essay writing. Teachers put in tremendous amount of time and effort in providing step-by-step instructions and scaffolding to help students complete their essay. Even so, teachers are still unable to bridge the existing gap in students’ writing. This one-size-fits-all instruction method has resulted in students’ work lacking individuality. This method of teaching does not facilitate communication between teachers and students. It hinders self-directed learning and restrains students’ flow of creativity. Besides, teachers’ comments became their only source of verbal feedback. This study was conducted for a semester, which includes two rounds of process writing. Two groups of Secondary Three students from the Express and Normal Academic stream were chosen for this study. The purpose of this study is to examine whether process writing and peer assessment help to improve students’ metacognition awareness and writing skills. Interviews, teacher’s reflections, textual and questionnaire data revealed that these students’ metacognition awareness and writing skills improved due to peer assessment and process writing. The results were especially significant among lower performing students. This study is beneficial to the process of teaching Chinese composition writing and peer assessment.
Date Issued
2016
Call Number
PL1271 C35
Date Submitted
2016