元认知策略在写作教学中的应用

写作是学生英语学习中的薄弱环节。元认知是学习者对自己学习过程的自我监控,是学习者为有效组织学习活动而采取策略性行动的知识和能力,以及在具体学习过程中使用策略的具体做法。本文试图将元认知理论运用到英语写作教学中,从丰富元认知知识及指导学生对写作过程进行计划、监控、调节方面来论述怎样进行写作元认知教学。     

A Classroom Investigation of the Growth of Metacognitive Awareness in Kindergarten Children Through the Writing Process

This study investigated the presence and growth of kindergarten children's metacognition as they engaged in the writing process. The study was conducted in an environment that surrounded children with books, language, and print. Twice a month the teacher/researcher interviewed the children as they finished writing, asking questions designed to help them reflect on their thinking and strategies they used in their writing. Anecdotal records, observations, and individual writing folders were used to complete a checklist of writing strategies for each child. Interviews with the children confirmed that they were exhibiting and showing growth in their metacognition. They were able to provide appropriate answers to questions that required them to talk about their thinking and identify strategies that helped them in their writing. The study provides a model that could be used in classrooms to help children in the development of their growing metacognition and writing in an authentic learning environment.     

元认知视角下的英语写作教学

根据Flavell提出的元认知概念,写作者可以认识了解自己的写作过程并对该过程实施监控。近些年的相关研究表明元认知与写作密切相关。丰富的元认知知识有助于写作能力、水平的提高。本文介绍了近年来国内外基于该理论的英语写作研究成果,并对如何培养学生的元认知来提高英语写作水平提出了一点看法。     

元认知视角下的英语写作教学

根据Flavell提出的元认知概念,写作者可以认识了解自己的写作过程并对该过程实施监控。近些年的相关研究表明元认知与写作密切相关。丰富的元认知知识有助于写作能力、水平的提高。本文介绍了近年来国内外基于该理论的英语写作研究成果,并对如何培养学生的元认知来提高英语写作水平提出了一点看法。     

非英语专业一年级本科生英语写作元认知知识调查

元认知知识是指认知主体关于认知活动的一般性知识。写作元认知知识是指学生作为英文写作者对自己在写作中的优点、缺点、对写作任务的性质及各种写作策略的认识。它是学习者在写作过程中实施自我监控、自我评估和自主学习的前提条件。文章从三个方面来调查非英语专业一年级本科生英语写作元认知知识,从而为英语写作教学提出建议。     

元认知知识与英语写作

基于元认知理论,元认知和写作有密切的关系。由于元认知知识在元认知理论中的重要性以及便于测量的特点,英语写作元认知的实证研究主要集中在元认知知识上。在英语写作中,认知主体(即写作者)需要对自己和他人的知识进行加工,了解自我写作能力,清楚写作动机,认识写作中的问题,收集从事写作任务所需信息资料,以及对完成这一写作任务所需的努力,然后为达到写作目标采用有效的认知策略,包括组织安排文章内容、修改文章内容和形式等。这三种成分之间相互联系又相互独立,对培养学生元认知能力,提高学生英语写作水平有重要作用。     

Developing Students as Writers Through Collaboration

Revision is recognised as a key and complex element of the writing process. Despite this, research shows that students find it difficult effectively to revise their own writing due to a lack of metacognitive awareness and understanding of the processes they undertake when writing. The first part of this inquiry studies nine students’ understanding of the writing process and the revision strategies they employ using think‐aloud protocols and follow‐up interviews. Although the students all agreed that revision was an important part of improving their writing, they could not, or found it difficult to, articulate reasons for the changes they made to their writing. Therefore, the second part of the study explores the potential of collaborative writing to encourage and facilitate metacognitive talk through the implementation of a strategy where students are paired with a ‘writing buddy’. Observations of classroom work and interview responses of students showed that the scheme was successful in providing students with an experience of writing which was social, flexible and holistic, where talk is used to externalise thinking in order to develop a metacognitive understanding of the writing process.     

元认知与高职英语写作

英语写作是高职英语教学的重要环节。元认知是对认知的认知,它包括元认知知识、元认知体验和元认知监控。文章介绍了元认知理论,分析了英语写作元认知的研究现状,并试图将元认知理论运用于英语写作的各个阶段中,提出一些具体的做法以提高学生的英语写作水平。     

What goes on inside my head when I'm writing? A case study of 8–9‐year‐old boys

This article explores the idea that in order to improve the way we teach children to write, we need to improve our understanding of children as writers. Although developing their metacognitive skills can give us a clearer window into children's understanding, we must be wary of assuming that they ascribe the same meaning to their metacognitive metalanguage as we, their teachers, do. But we also need to beware of making assessments based just on the children's writing – children can use writing to hide from us what they do not know and cannot do. Through the presentation of three brief case studies of lower‐attaining Year 4 (8–9‐year‐old boys) the article considers the implications of assessing writing without acknowledging the role of the writer.     

元认知与“体验英语写作”教学的研究

元认知是对已有认知的再认知和重新审视;是计划、监控和评价学习过程的部分。写作中元认知体现在学生要解读老师对写作的认知和老师要解析学生对写作的理解。“体验英语写作”注重理论与实践融为一体,通过参与型、互动式、过程化的教学方式,帮助学生了解英语写作机制,拓宽认知视野,改变思维定式。本文探讨元认知与英语写作教学问的共核关系,分析用元认知理论指导体验英语写作教学的策略和模式。对元认知理论和体验英语写作的研究能帮助教学双方更深入地理解写作,提高英语写作水平。     

学生对英语作文批改方式的感受及其启示

英语作文批改是英语写作教学的一个环节.文章在本校英语专业学生中进行了一项调查,了解学生对作文批改方法的不同态度,分析其中的原因,并提出了改进方法.     

英语写作中修改对学习者注意影响的研究

通过二语习得理论来分析修改与注意这两个基本概念的辩证关系;并在实证研究层面针对英语写作中修改对学生注意产生的影响进行分析,旨在揭示当前有待解决的问题,为今后的研究打下基础。     

幼儿元认知训练探讨

元认知是对认知的认知,包括元认知知识、元认知体验和元认知监控三个部分。元认知的使用能够帮助认知主体以积极有效的方式完成认知任务,实现认知目标。幼儿是有元认知的,对幼儿进行元认知训练既是必要的,也是可行的。可以在具体活动中对幼儿进行元认知训练,也可以在日常生活中通过培养幼儿的良好人格、创设元认知学习环境、提供混龄交往机会等方式,促进幼儿元认知能力的发展。     

Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class

This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate their work, produced essays of higher quality.     

Reopening Inquiry into Cognitive Processes in Writing-To-Learn

Writing produces generally positive, but inconsistent, effects on learning. The reasons for this inconsistency are unknown. This review examines four hypotheses about writing-to-learn: Writers spontaneously generate knowledge at the point of utterance (Britton, 1980/1982); writers externalize ideas in text, then reread them to generate new inferences (Young and Sullivan, 1984); writers use genre structures to organize relationships among elements of text, and thereby among elements of knowledge (Newell, 1984); and writers set rhetorical goals, then solve content problems to achieve these goals (Bereiter and Scardamalia, 1987; Flower and Hayes, 1980a). These four hypotheses invoke different aspects of writing, and so are mutually compatible. The genre hypothesis has been supported by empirical research; the other three hypotheses have been tentatively supported by research concerning writing-to-learn, or indirectly supported by other research concerning learning or writing. Further investigation is needed concerning: The empirical validity of the four hypotheses, and interactions among the processes that they identify; the declarative and procedural knowledge that underpins writing-to-learn; and the educational effectiveness of applying cognitive strategy instruction to learning through writing.     

弱智儿童元认知知识的发展特点

采用拼图任务考查弱智儿童元认知知识的发展特点,结果表明,弱智儿童主体性元认知知识随着年龄增长不断发展,但直到高年级,儿童的主体性元认知知识水平仍较低;任务难度的元认知知识随年龄增长发展缓慢;弱智儿童具有一定的策略知识,且随着年龄增长,内部策略的使用频率增多,外部策略的使用频率减少。     

Can Providing Rubrics for Writing Tasks Improve Developing Writers' Calibration Accuracy?

Rubric-referenced calibration and the interaction between writing achievement and calibration, a measure of the relationship between one's performance and the accuracy of one's judgments, were investigated. Undergraduate students (N = 596) were assigned to one of three calibration conditions: (a) global, (b) global and general criteria, or (c) global and detailed criteria. Students in all three conditions provided global predictions and postdictions of essay exam scores. Although calibration judgments by condition did not affect calibration accuracy overall, statistically significant main effects were found between calibration accuracy by criteria and prior achievement. High achievers made more-accurate predictions and postdictions by criteria than low achievers. Regardless of achievement level, those students in the detailed rubric condition had higher postdictive accuracy for the organization criteria than did students in the general rubric condition.