- 期刊
学生习作修改动作与修改意图之比较分析
A Comparative Analysis of Students' Acts and Intentions of Composition Revision
摘要
写作教学是语文教学中的重点和难点，华文作为二语的写作就更加困难。难点主要在三个方面：写什么、怎么写、怎么可以写得更好。这三个难点背后的原因来自于学生在内容、结构和语言三方面的欠缺。学生写作能力差，其问题表现在结果上。但是要解决问题，我们必须在写作过程上进行干预，而不是在结果上。本文报告的是在新加坡一所政府中学一年级所做的过程式写作教学实验。学生在网络平台完成作文初稿并通过引导问题不断修改初稿。本文通过NVIVO统计和分析在过程式写作教学实验中几位学生的修改动作，尝试找出学生习作修改的基本模式，并将修改动作、意图和效果进行比较分析，尝试总结出可供教师教学和学生自主写作时参考的作文修改思路及策略。
並列摘要
Composition writing is a big challenge for many students. It is especially difficult for many Singaporean students who study Chinese as a second language. The difficulties involved fall into three major aspects: what to write, how to write, and how to write well. These difficulties can be further categorized into content, expression and technical use of writing skills respectively. While the problems may be reflected in the outcome (the written composition itself), it is the writing process that should be the focus of teaching intervention. This paper tries to investigate students' acts in revising their writings as well as the intentions behind those acts. By comparing the intention and effect of each act, this paper aims to find out the basic revision patterns students used in their writing process and thereby come up with a template for peer review and self-revision for students. Feasible teaching strategies to inspire deep learning will also be proposed.