摘要
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.
出处
《心理发展与教育》
CSSCI
北大核心
2006年第1期69-73,共5页
Psychological Development and Education
基金
教育部十五教育规划博士点基金项目"学习障碍的认知机制
诊断与干预研究"课题(01JBXL004)
全国教育规划十五教育部重点课题阅读障碍的亚类型研究(DBB030239)的资助
关键词
目标设置
分目标设置
写作困难
goal-setting
subgoal setting
writing difficulties
