FUNDAMENTAL STUDY OF TEACHING SKILLS FOR EXPOSITORY WRITING.

说明文写作教学技能的基础研究。

基本信息

批准号：
07680260
负责人：
KISHI Manabu
金额：
$ 1.09万
依托单位：
TOKYO GAKUGEI UNIVERSITY,FACULTY OF EDUCATION
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1995
资助国家：
日本
起止时间：
1995 至 1997
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-07680260/
关键词：
EXPOSITORY TEXT TEXT PRODUCTION PROCEDURAL KNOWLEDGE REVISING 口頭説明国語教育文章表現対話

项目摘要

THE PURPOSES OF THIS RESEARCH ARE AS FOLLOWS : (1) DEVELOPMENTAL STUDY OF EXPOSITORY WRITING SKILLS FOR PRIMARY SCHOOL CHILDREN,AND (2) EXAMINING THE FACTORS THAT INFLUENCE WRITING SKILLS FOR COMPREHENSIBLE EXPOSITORY TEXTS.(1) SUBJECTS WERE 173 CHILDREN FROM GRADE 1 TO 6. THE TASKS WERE WRITING OF EXPOSITORY TEXT AND REVISING THE TEXT OF THEMSELVES.THESE CORRECTED TEXTS WERE ANALYSED IN TERMS OF REVISING TYPE,NAMELY,CORRECTING WORD MEANING,CORRECTING OHRASES,ACCRETION OF SENTENCES,AND REVISING WHOLE TEXT STRUCTURE BY RE-ORDERING EACH PARAGRAPHS.THOUGH TYPES OF REVISION FROM GRADE 1 TO 4 WERE RESTRICTED ONLY WORD MEANING,SOME OF GRADE 5 TO 6 CHILDLEN WERE REVISED THE MEANING OF PHRASES.NEXT STUDY CLARIFIED THE ASPECTS OF PROCEDURAL EXPOSITORY WRITING IN GRADE 2 AND 5 CHILDREN.THEY WROTE TWO TYPES OF THE TEXTS THAT WERE DIFFERED IN TERMS OF KNOWLEDGE,ABOUT TOPIC.THEN,COMPREHENSIBILITIES OF THESE TEXTS WERE EVALUATED BY 8 COLLEGE STUDENTS.THE RESULTS WERE AS FOLLOWS : IN THE CASE THAT TH … More E QUANTITIES OF KNOWLEDGE ABOUT TOPIC WERE EQUAL,BOTH CHILDLEN'S WRITING SKILLS WERE AT THE SAME LEVEL.MOREOVER,THEIR WRITING SKILLS WERE NOT STABLE BETWEEN TWO TASKS.(2) 28 COLLAGE STUDENTS WERE FIRSTLY ASKED TO WRITE EXPOSITORY TEXTS ABOUT "HOW TO PLAY TENNIS GAME". HALF OF STUDENTS WERE EXPERIENCED IN TENNIS GAMES (E-GROUP) AND THE OTHER STUDENTS WERE NOVICE (N-GROUP). E-GROUP STUDENTS WERE ASKED QUESTIONS FROM ANOTHER NOVICE ABOUT CONTENTS OF THE TEXTS WRITTEN BY THEMSELVES.THEN,THEY REWROTE TEXTS.AFTER SECOND WRITING SESSION,ANOTHER 20 STUDENTS WERE ASKED TO EVALUATE COMPREHENSIBILITY OF WHOLE 42 TEXTS.RESULTS WERE AS FOLLOWS : E-GROUP'S FIRST WRITINGS WERE LUCK OF SOME IMPORTANT RULES FOR PLAYING TENNIS,AND LEVELS OF COMPREHENSIBILITY WERE LOWER THAN N-GROUP.BUT E-GROUP'S SECOND WRITINGS WERE IMPROVED IN RESPECTS OF IMPORTANT RULES AND COMPREHENSIBILITY.ALL THESE RESULTS MADE IT CLEAR THAT THE EXPERIENCES TO KNOW LEVELS OF KNOWLEDGE ABOUT READERS WERE EFFECTIVE WAY TO IMPROVE WRITERS' SKILL. Less

本研究的目的如下：（1）小学生说明文写作技能的发展研究，以及（2）检查影响可理解的说明文写作技能的因素。（1）研究对象为来自 GR 的 173 名儿童ADE 1到6.任务是写说明文和修改自己的文本。从修改类型，即纠正词义、纠正短语、增加句子和通过重新修改整个文本结构来分析这些纠正的文本。订购每个段落。虽然1至4年级的复习类型仅限于单词含义，但5至6年级的一些孩子修改了短语的含义。下一步的研究澄清了2年级和5年级孩子的程序性说明性写作的各个方面。他们写的两类文本在关于主题的知识方面存在差异。然后，由8名大学生对这些文本的可理解性进行了评估。结果如下：在关于主题的知识量相等的情况下，两个都孩子们的写作能力处于同一水平。而且，他们的写作能力在两项任务之间不稳定。(2) 28名大学生首先被要求写关于“如何打网球游戏”的说明性文字。一半的学生有经验。网球比赛（E 组）和其他 20 名学生是新手（N 组）。被要求评估全部 42 篇文本的可理解性。结果如下：E-GROUP 的第一篇文章是打网球的一些重要规则，可理解性水平低于 N-GROUP。但 E-GROUP 的第二篇文章在重要规则和可理解性方面都有所提高。所有这些结果都表明，了解读者知识水平的经验是提高作家技能的有效途径。