摘要
采用实验组、控制组前后测实验设计,运用SRSD策略教学模式,对23名小学写困生进行构思策略的训练。实验结果表明,在训练之前,实验组与控制组学生在故事文的长度、6项分质量指标及总体质量上的得分差异均不显著;但在接受策略教学后,实验组学生所写的后测故事文在情节吸引力、条理清晰度和总体质量上的平均得分均显著优于控制组学生,其总体质量的改善效应为0.80。因此,构思策略的教学能显著改善小学写困生的故事文写作质量。
Using a pre-test and post-test experimental design, and through SRSD strategy instruction model, 23 pupils with writing difficulties were taught strategies of planning. The results showed that before the training, differences on story length, six quality items and overall quality between experimental group and control group were not significant. But following instruction, compared to control group, students in experimental group got significantly higher scores on plot attractiveness, order clarity and overall quality. Effect size on experimental group＇ s overall quality was up to O. 80. Therefore, story-writing quality of pupils with writing difficulties can be significantly enhanced through instruction of planning strategies.
出处
《心理发展与教育》
CSSCI
北大核心
2011年第3期282-288,共7页
Psychological Development and Education
关键词
小学生
写作困难
构思
策略教学
pupils
writing difficulty
planning
strategy instruction
