大学英语写作量化干预效果研究

A Study on the Effect of Quantitative Teacher Intervention toward College English Writing

本文是一项旨在培养学生自主写作能力的"大学英语写作量化干预性教学模式"改革试验研究。这种教学模式针对以教师主宰的中学教学与以培养学生自主学习意识的大学教学之间严重的不对接现象,通过从词、句、段、篇及反馈层面指导学生并量化学生的练习和自主学习数量,使学生从依赖外在反馈向自我评估过渡,逐渐实现写作学习的自主。两个实验班采用写作量化干预的教学模式,两个控制班采用传统教学模式,经过一学年的教学试验,实验班学生的英语写作能力较控制班学生有显著提升。通过问卷分析发现教师指导性介入和量化目标设定对提升实验班学生的元认知策略和自主学习能力有较大帮助。

The＂College English Writing Quantitative Interventional Teaching Model＂is intended to promote freshmen＇s writing competency and their autonomous learning competency gradually by quantifying students＇ exercises and autonomous learning materials with teacher＇s instructional intervention. Aiming to bridge the huge gap between the teacher-dominant interventional teaching in middle school and university teaching for cultivating students＇ autonomous learning awareness,this teaching model instructs students from four different levels of writing（ namely,word,sentence,paragraph and the overall composition）,and simultaneously quantifies students exercises and autonomous learning materials,which gradually helps students evaluate their own writing and realize autonomous learning in writing. Two experiment classes adopt this new model,while two control classes follow conventional way of instruction. After one academic year,the writing competency of students from the experiment classes has been improved significantly compared with the students from the control classes. Through questionnaire,we find that teacher＇s instructional intervention and setting quantitative goals contribute to the enhancement of students＇ metacognitive strategies and autonomous learning competency.