从认知语言学分析实现“以写促学”的心理机制

From Cognitive Aspect to Analyze how "Write to Learn" could be Achieved

自"以写促学"被提出以来,大量的实验证实了它的有效性,但鲜有从理论上来寻求解释的研究。因此文章从Swain的输出假设,认知语言学中的信息深层加工理论(The depth of processing hypothesis)、投入量假设(The Involvement hypothesis),以及相关的记忆理论分析了写作得以促进学习记忆的心理机制。写作是对知识的应用,因此在大脑中贮存于程序性记忆中,而程序性记忆属于长期记忆,从这个角度看写作是可以促进知识的长期记忆从而促进学习者的学习。简而言之,以写促学是知识习得内化的动态心理体验过程,写作是个所学知识深层加工的过程,因此能够促进长期记忆,促进学习。

This essay anlyzes psychological mechanism of write to learn from some cogntive theories: output hypothesis, the depth of processing hypothesis, the involvement hypothesis and some relative memory theories. Writing is a kind of application of knowledge, so knowledge learned from writing is stored in procedural memory, and procedural memory belongs to the long term memory; from this point of view, writing can promote the long term memory. In short, write to learn is dynamic internalized process in psychology, writing is process of deep processing so that it can promote long term memory and new knowledge acquirement.