目标设置对写作困难儿童议论文说服力的促进效应研究

The Facilitating Effects of Goal Setting on the Persuasiveness of Writing Difficulties Students' Persuasive Essays

将写作困难儿童随机分入三个不同的目标设置组,总目标设置条件要求儿童根据话题写议论文,目标为文章应能说服读者赞同他们的观点;分目标设置条件对儿童有同样的要求,但给儿童提供了以议论文的基本构成为基础的分目标;辩论加分目标设置除了与分目标设置组相同的条件外,还要求儿童在写作前进行辩论。研究结果表明,分目标设置组儿童的议论文比总目标设置组和辩论加分目标设置组儿童的议论文更具说服力度。在文章构成成分上,分目标设置组和辩论加分目标设置组要好于总目标设置组。这三种目标设置中,分目标对写作困难儿童的议论文说服力有很大的促进作用。

Students with writing difficulties wrote persuasive essays in 3 different goal conditions. Students in the general goal condition were asked to write an essay according to a topic, and the general goal is that the audience should be agree with their positions. Students in the subgoal condition were given the same general goal plus explicit subgoals based on the elements of argumentative discourse. Students in the oral argument condition were showed the same general goal and subgoals, besides, they also had an oral argument with their partners before writing. The result was that students in the subgoal condition produced more persuasive essays than the general goal condition and me oral argumem pros subgoal condition. Students in the subgoal condition and the oral argument plus subgoal condition wrote more integrated essays than the general goal condition. In all goal conditions, subgoal improved the essays＇ persuasiveness of students with writing difficulties the most.