- 期刊
有效的华文记叙文作文点评和修改流程──基于自评互评写作教学的观察
An Effective Process for Assessing and Editing Chinese Narrative Composition: Based on Observations of Self and Peer Assessments of Writing
摘要
记叙文是新加坡中一学生在华文课程中必须学习的作文类型之一，然而对于华文为二语的许多新加坡学生而言，写好一篇记叙文并不是简单的事情。新加坡许多教师为了让学生能够在公开考试的指定时间内完成一篇作文，往往要求学生在极短的时间内完成作文，且通常没有给时间让学生进行检查和修订。因此，学生没有足够的时间和机会学习如何评改自己的作文，这是写作能力无法进步的原因之一。此研究的目的是探讨学生经过两年的自评与互评训练后，记叙文写作能力是否有所提升，并归纳出一个有效的作文点评及修改流程。本研究在一所新加坡主流中学的一年级快捷班进行，教学干预为期两年。研究员设计了作文自评与互评的活动，每项活动为期一至两个月。活动针对性地培养学生写记叙文的基本技巧，从中观察学生在历程式写作中点评和修改作文的表现，并提出有效的作文点评和修改流程。本研究采用多种资料收集方法，互相验证。定量分析方面，本研究收集了学生在研究期间的前后测作文分数，探索学生在实验过程中的写作成绩变化；定性分析方面，则以学生的作文文本内容为主，对比三名学生作文的初稿和改稿的差异。此外，本研究针对六名前后测成绩取得明显进步的学生进行访谈（程度高、中、低各两名学生），借以了解教师所提供的评量表对他们改进文章的帮助。从教学实践的角度而言，本研究希望此流程能对教师如何通过写作教学培养学生自评与互评能力有所帮助，为促进中学生写作能力的教学实践作出贡献。
並列摘要
Narrative composition is a compulsory writing component for all secondary one students studying Chinese in Singapore. However, as Chinese is taught as a second language, writing a good narrative composition is not an easy task for most students. Teachers often spend most of the lesson time training students just to be able to complete a composition within the time as stipulated in examinations. Students therefore generally do not have the time nor opportunity to edit and to improve on their compositions. This is one of the reasons why their cognitive abilities in writing remain stagnant. This study aims to find out whether students' writing skills can be improved through trainings in self and peer assessment and to come up with an effective process in assessing and editing of compositions. The study was conducted in a secondary one class (express stream) in a neighbourhood school in Singapore for a period of two years. The researchers conducted activities revolving around self and peer assessment. The period for each activity was between one to two months. The activities are designed to develop the basic writing skills of the students. Through observing the performance of the students in the different methods of writing assessments, we have formulated a process of composition editing. A variety of data collection methods has been adopted to verify the effectiveness of the process. Thereafter, a qualitative analysis was carried out and a comparison was made of three students' compositions before and after the composition editing. In addition, researchers interviewed six students who showed dramatic improvement in their compositions so as to gain a better understanding on the assessing and editing process they have used to improve their writing skills. The research team hopes that the effective process presented here may aid teachers to develop students' self and peer assessment skills, thereby improving students' ability in writing Chinese narrative compositions.