小学教师关于反思日记的认识

反思日记是提高教师反思能力的有效方式。了解教师对反思日记的看法是对教师进行培训干预的基础。通过开放式问卷对北京市8所小学的65名教师进行了调查,结果发现教师认为写作反思日记增强了其反思意识,提高了教育教学能力和理论水平,并积累了丰富的素材。在写作反思日记的过程中遇到的最大困难是没有时间、缺乏理论知识、找不到反思点和需要专家的指导。教师建议加强反思日记的交流,希望学校管理者给予支持和正确的引导。     

Parental strategies to scaffold emergent writing skills in the pre‐school child within the home environment

Joint writing activities between parent and child can enhance literacy skills in young children. This paper describes the strategies used by a mother to scaffold her daughter’s alphabet letter shaping, word and story writing in the years before formal schooling. The strategies included identifying alphabet letters embedded in environmental print and books, tracing letter shapes with fingers whilst using directional language, and using whole‐arm movements to form letter shapes in the air. Writing samples and examples of parent–child interactions were collected at three to four years of age and are described within the framework of Gentry’s writing stages. The joint writing techniques and activities illustrated in this case study emphasise the use of letter names and letter shapes and may provide effective strategies for parents and early childhood educators to scaffold emergent writing development in young children.     

‘Cos um it like put a picture in my mind of what I should write’: an exploration of how home–school partnership might support the writing of lower‐achieving boys

This article outlines how home and school working together supported the writing of lower‐achieving boys. It describes an activity in which parents and children selected artefacts at home to inspire writing in school. This model of home–school partnership permitted different levels of parental involvement and also allowed the child to take a key role in the process. The activity made a positive impact on the writing of low‐achieving boys in terms of the amount and quality of writing produced and also in relation to confidence and motivation to write. Oracy played an important part in the process. Parents gave support through talk in the home and children orally presented their artefacts and discussed how they planned to write about them in school. The importance of the teacher in supporting the writing process through talk is also discussed.     

Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' Writing

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing.     

Responding to the Message: providing a social context for children learning to write

Abstract In this classroom‐based research study, written expression was viewed as an interactive social process involving written communication between the teacher and the children. Children received increased opportunities to write on topics they chose themselves, and their teacher responded in writing to the content of their writing. The teacher did not provide corrective feedback for accuracy of spelling or grammar throughout the study. Written content feedback from the teacher was provided to each child according to an intra‐subject ABAB research design. Analysis of the teacher's written feedback identified her use of six specific categories of positive response to the themes, ideas and characters of each child's writing. Significant increases in both quantity and quality of writing occurred during the written content feedback phases. Spelling accuracy was maintained at a high level of accuracy throughout the study.     

Understanding the role of students’ reflections in their uptake of teacher written feedback

This study reports on the role of students’ reflections in their teacher written feedback. Informed by a qualitative case study approach, this study collected data from 18 students across a semester of an English-as-a-foreign language writing course at a university in China. In the course, teacher written feedback and students’ reflections were both informed by writing as a meaning-making process. The data sources included 72 pieces of student essays, 144 pieces of reflection written by the students, and post-semester interviews with the students. The study showed that engaging students in writing reflections was helpful for developing their knowledge of writing, although the process somewhat followed a zigzag trajectory. The exercise helped them transcend their previous knowledge repertoires, thereby assisting them in critically understanding their revision process and refining their knowledge of writing in response to the teacher’s written feedback. In particular, the students felt that the meaning-making-based reflections provided clear and accessible layers for them to understand the close relationship between language and content. As such, the students felt that they were able to harness their reflections as a written venue through which they could critically digest the teacher’s written feedback and develop their knowledge of writing as a meaning-making process while dialoguing with their instructor.     

EFL/ESL写作教学中的书面反馈研究评述

教师对作文的书面反馈一直是EFL/ESL写作教学理论和实践的焦点。以国内外大量有关教师书面反馈实证研究和理论探讨为基础,从教师书面反馈是否有效,如何给出有效的教师书面反馈,教师书面反馈的重点三个方面详细讨论在写作教学中应如何利用书面反馈提高学生的写作能力,并提出了这一领域未来的研究方向。     

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.     

Writing together for academic publication as a youth-adult PAR team: moving from distance and distaste towards transformative engagement

While participatory action research’s (PAR) democratic and social justice principles promote team member involvement across the research, collaborative team writing for publication is not standard practice. Peer-reviewed publications are predominately written by academic team member(s), and may include varied but often limited, co-authorship from youth, teachers and/or community team members. Drawing from narrative approaches, this paper narrates a youth-adult PAR team’s movement from a sense of distance and distaste towards academic writing to experiencing writing for publication as a process of transformative team engagement. In doing so, this account offers a story of possibility and agency for teams considering this facet of democratic youth-adult PAR team work.     

Writing Process and Progress: Where Do We Go from Here?

This article examines the rationale behind the government's methods for raising standards in writing at Key Stage 2. Firstly there is a renewed drive to teach discrete units of sentence grammar. Secondly there is a fresh commitment to shared and guided writing. But, because it is envisaged that these teacher‐led sessions will take up at least half of the Literacy Hour two or three times a week, both these aims will lead to a diminution of time for written composition by the children themselves. This is in accordance with new criticisms by NLS policy makers of the model of ‘process’ embedded in the National Curriculum, particularly the idea of creative pre‐writing activities and sustained independent writing. The article goes on to argue that these new measures ignore research on the ways children learn to write and will not lead to a rise in standards.     

Teaching Self‐management Strategies for Independent Story Writing to Children with Classroom Behaviour Difficulties

Abstract Seven primary school children with behaviour difficulties showed low levels of on‐task writing behaviour, high levels of off‐task disruptive behaviour and a low number of words written during regular classroom story writing sessions. Introduction of self‐recording of work behaviours during story writing for the whole class of 34 children was associated with increased on‐task, decreased off‐task disruptive behaviour and an increased number of words written for target children. There was also an increased number of words written by six other children for whom story writing data was collected. Introduction of say‐do correspondence training for five of the target children showed further increases in independent story writing behaviour and reductions in off‐task behaviours that disrupted the written language sessions.     

Effects of Guided Journal Writing on Students' Story Understanding

Abstract

The authors investigated the effects of guided journal writing on students' understanding of themes and main characters in a complex novel. Three English 12 classes were randomly assigned to 1 no-writing condition and 2 writing conditions—character clues and general-response questions. The results from 2 posttests consistently indicated that students who wrote significantly surpassed students who did not write. Student self-ratings data indicated that the students believed that the writing activities helped them with story understanding. Student interview data indicated that students believed that the writing made them think more deeply about the story. The results support the contributions of writing to student literary learning and the research of J. Marshall (1987) and G. E. Newell (1994, 1996).     

The power of self-directed journals: being a temporary ‘other’ for learning to teach

This case study investigates how an ESL teacher’s activity of self-directed journal writing can facilitate learning and function as a mediational tool for teacher professional development. The participant for this study is a native English speaker who taught an ESL freshman writing course in an American university. Since he had little time to consult with teaching experts, he decided to engage in his self-directed journal for reflecting on his teaching practices. A sociocultural perspective on human cognitive development is utilized as an analytical framework for tracing his development and capturing the transformative power of narrative within his developmental trajectory. Using grounded theory, his journal entries are analyzed to identify a series of stages that trace his professional development, supported by face-to-face interview data designed to co-construct an interpretation of his journal and to serve as a member check. The data analysis suggests that his journal became a powerful mediational space where he critically reflected on and systematically examined his teaching practices. By externalizing his thoughts and feelings, as he first recognizes his loss of self-regulation and then works toward regaining his sense of professional expertise, he begins to develop alternative ways of thinking about his current teaching practices and starts to embrace new modes of engagement in his L2 classroom.     

中国语境下的教师反馈与英语学习者的写作

在外语教学和学习中,动机的研究一直是一个焦点,具体来讲学生对写作的态度是否会影响学生的写作水平也成为了研究者的另一个关注点。作为英语写作教学中的重要因素,教师反馈将会对学生的动机产生影响,但在之前的研究中多集中在两者其中之一对学生成就的影响。本文作者将对国内对教师反馈研究作一个简短的文献综述,并基于相关理论对如何给出有效的教师反馈提出建议。     

Early development in written language: Children's emergent knowledge of genre-specific characteristics

This investigation explored the emergent knowledge of genre-specific characteristics of twenty kindergartners and twenty first graders, who were invited to compose three types of genre stories, personal letters, and shopping lists at three different times during the school year. Both groups responded to the request to write different types of genre by applying a variety of writing forms. At both grade levels, stories and personal letters were associated with more conventional writing systems than the list. Shopping lists were more consistently associated with less-conventional writing systems within children's repertoires of writing forms. Genre characteristics are suspected to have determined, at least partially, those patterns of association. The children's readings of their own compositions provided substantial information about their developing knowledge of communicative function and form. It was the list and not the narrative that was the best-known genre among children in both groups. Intermediary compositional forms for the story and the personal letter were composed by children at both grade levels as the school year progressed. The findings highlight the flexible nature of young writers' emergent composing process and the importance of genre as an influential factor on that process. It also highlights the limitations of assessing the young authors' knowledge of written language solely on the basis of their written products. Results of the study also raise questions about the preconceived notion of the primacy of the narrative genre over other types of genre during the early years and the implicit notion guiding many writing curricula that graphic aspects of writing should precede compositional undertakings.     

Effects of feedback on collaborative writing in an online learning environment

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback—including peer feedback—on the writing process. Despite the wealth of literature on both feedback and academic writing, there is little empirical evidence on what type of feedback best promotes writing in online environments. This article reports on research that tries to determine what type of feedback best improves the quality of collaborative writing and what the effects of feedback are on student learning in an environment based on asynchronous written communication. The results reveal that concerning the type of feedback, epistemic feedback or epistemic and suggestive feedback best improve the quality of collaborative writing performance. The nature of the feedback-giver (whether teacher feedback or teacher and peer) makes a difference to the final text only when the feedback is epistemic, or epistemic and suggestive.     

过程写作教学法中的有效书面反馈

在回顾二语写作理论的基础上,针对近几十年来反馈角色的转化,探讨了教师书面反馈、合作式同级反馈以及计算机为中介的反馈,并提出一些具体可行的建议及措施以期改进目前英语反馈的现状。     

语文教师写作教学的理论修养

＂教师应该怎么教孩子作文＂的问题其实主要是＂教师需要怎样的写作教学理论修养＂的问题。作文教学对教师写作教学理论修养的要求主要体现在三个方面：教师要熟知写作过程教学;教师要熟知文字表达教学;教师要熟知一些实用文体写作教学。     

幼儿园教学活动方案撰写策略

幼儿园教学活动的有效性,受到教师、幼儿、环境和活动方案等多方面因素的影响。其中,幼儿园教学活动方案的撰写,在幼儿园教学活动中处于重要的地位,是教学活动有效进行的一个重要保证。然而,许多学前师范生和新幼师撰写的方案缺乏一定的规范性和科学性,她们对此常感到头疼。针对这一薄弱环节,本文从设计意图、活动名称、活动目标、活动准备、活动过程和活动延伸六个活动要素去总结归纳活动方案撰写的方法,以期为如何科学有效地撰写教学活动方案提供一些思路。