写作训练频因理论的实验研究

The Experimental Study Of Writing Practice Frequency Theory

作者设计三个实验:一是相同的频因和不同的“曲线迅递”;二是“过量的”训练频因与“报酬递减率”;三是“结果知悉”对频因效应的促进或弱化。运用这三个实验对初中学生写作训练频因的科学性问题作了实证研究。实验结果表明,初中学生最为适合的写作训练频因是:普通学生“一周一练”,学有余力者“一周二练”;训练频因的正向效应受“结果知悉”和训练方法的明显制约。

The writer designs three experiments: the first is the same frequency and different fast curve transmission'; the second is 'over' practice frequency and 'reward downward rate'; the third is the furthering and weakening of 'result knowledge' to frequency result. In the three experiments, the scientific problems of junior students' writing practice frequency have been practically studied. The results show that the most suitable writing practice frequency for junior students is ' practice once a week' for common students and practice twice a week for students having extra time. The positive result should be obviously limited by result knowledge and practice methods.