浅谈写作教学中的“三趣”

心理学研究认为:趣是人类精神生活的一种追求。趣的发展,一般要经过兴趣、乐趣和志趣三个阶段(简称三趣)。在写作活动中起决定作用的是写作主体,写作质量取决于写作主体的素质,写作主体素质是一个逐步提升的过程。写作教学中的三趣也是学生人格提升的三步曲。     

作文教学呼唤自我回归

本文提出作文要抒发真情,彰显人的主体性。反思当今高中作文教学的弊病,进而从淡化"道统",激发学生写作情感;培植"写作期待",开放写作时空;带领学生品读美文,积淀文化底蕴等三个方面阐述作文教学的返璞归真。     

间性理论视野下的数字化英语写作课堂教学设计

根据主体间性、媒体间性和文化间性,指出数字化英语写作教学需要遵循的交互性、多模态化、生态化等原则;进而提出数字化英语写作课堂教学设计的原则模型MAP(MultimodalApple PIE,或称"多模态苹果派"),并分析讨论了MAP模型应用中应予重视的三个问题:首先,强化主体互动,追求有效教学;其次,加强MAP课堂教学设计,实施多模态教学;最后,整合"三多"(多媒体、多模态、多元识读),推动社团实践,创新英语写作学习文化。     

浅谈写作教学中的“三趣”

心理学研究认为：＂趣＂是人类精神生活的一种追求。＂趣＂的发展,一般要经过兴趣、乐趣和志趣三个阶段（简称＂三趣＂）。在写作活动中起决定作用的是写作主体,写作质量取决于写作主体的素质,写作主体素质是一个逐步提升的过程。写作教学中的＂三趣＂也是学生人格提升的＂三步曲＂。     

试论如何唤醒中学生作文的主体意识

写作能力是语文素养的综合体现,甚至往往代表一个人的文化程度。可见作文教学在语文教学中也无可厚非地占据了至关重要的地位。然而,当前中学作文教学成效低下的根源之一就在于,学生在作文教学中主体意识的弱化与缺失。要走出这样的困境,还需要充分唤醒和强化学生的主体意识,让学生的主体地位真正回归到作文教学中去。本文从写作心理轻松化,正确认识作文;写作环境情境化,点燃作文激情;写作内容生活化,尊重独特情感体验这三个大的方面做了一些探讨。     

例谈英语写作课的尝试教学

本文结合课堂实例,从写前、写中、写后三个方面,分析了尝试教学在英语写作教学中的应用。论述了尝试自学、对比写作和学生评价主体在英语写作课中的作用,增强学生写作的兴趣,感受写作成功的喜悦,提高写作水平。     

初中写作教学探析

写作是学生运用书面语言表情达意的重要方式,由于人文性教育的缺失,在初中语文教学中,写作教学还存在一些问题,为促进初中语文写作教学,本研究基于对初中语文写作教学分析的基础上,创造性提出呼唤写作主体的回归;培养学生写作兴趣与创新意识;植根于生活的土壤三点建设意见。     

新课标中的高中语文写作教学观

2003年我国颁布了《普通高中语文课程标准(实验稿)》,普通高中语文新课程实验由此拉开序幕。在语文课程标准中,写作教学的基本理念发生了一些变化和发展,实现了写作观念的重大突破。本文试着从新课标中的写作课程目标对写作教学观念进行分析解读,总结课改以来高中写作教学注重写作主体的人格养成、重视写作内容生活化、重视写作过程的思维训练三个特点。     

略谈大学英语写作教学中的教学策略

英语写作是语言输出的重要途径。在大学英语教学中,教师要充分重视写作教学,从句子、段落和篇章三个方面进行写作训练。此外,教师还要将形成性评价机制运用到教学中,注重学生的主体地位,培养学生的自我评价能力和自我教育能力。     

生本教育理念下写作教学的实效性

生本教育理念为提高小学写作教学的实效性提供了方向,小学写作教学要以学生为主体,培养学生各方面的能力,提出从以下几个方面提高小学写作教学的实效性：写作兴趣的培养;写作素材的选择;写作要求科学合理;教师正确的引导.     

如何提高学生的写作能力

主要通过激发学生兴趣,挖掘写作潜能;鼓励学生观察,引导感悟生活;引导学生多读,积累写作素材;加强写作指导,提高写作水平;重视修改讲评,孕育写作热情等五个方面论述了如何提高学生的写作能力.     

论过程性写作在中国大学英语教学中的应用

中国大学英语教学将写作单纯地视为一项技巧,忽略了其重要的表义功能,至使学生为了写作而写作。为了改善这种现象,笔者在介绍过程性写作以及过程性写作教学法的基础上,提出来新的见解,认为写作本身就是英语学习的一个过程。写作是学会的而非是教会的,学生才应该是写作课的主体。教师应该培养学生写作的兴趣,以写促学,以学促写从而提高英语水平。     

The writing process: A powerful approach for the language-disabled student

Our understanding of the writing process can be a powerful tool for teaching language-disabled students the “how” of writing. Direct, explicit instruction in writing process helps these students learn to explore their ideas and to manage the multiple demands of writing. A case study of one student, Jeff, demonstrates how we structure the stages of writing: prewriting, planning, drafting, revising, and proofreading. When these stages are clearly defined and involve specific skills, language-disabled students can reach beyond their limitations and strengthen their expression. The case study of Jeff reveals the development of his sense of control and his regard for himself as a writer.     

I Hate Writing: Making a Case for the Creation of Graphic Novels in the Caribbean English Classroom to Develop Students’ Creative Writing Skills

ABSTRACT

Caribbean students are repeatedly engaged in rigid forms of writing to meet the requirements of external exams, which often leads to negative attitudes to writing. With current shifts to multimodal and multi-literate texts to engage students’ multiple literacies in learning, students’ creation of graphic novels in Caribbean English classrooms can enable their engagement in meaningful creative writing. To illustrate this, I draw on my recent experiences with four inner-city boys at a Jamaican high school who showed marked improvement in their attitudes and their creative writing skills after creating graphic novels. The preliminary findings from my research suggest a need for more personalised learning strategies and for more opportunities for students to use their home language in Caribbean classrooms.     

Strategic revisions in the writing of Year 7 students in the UK

This article discusses revisions to personal narrative writing made by Year 7 students (aged 11–12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to expectations student writers had of their readers.

These analyses suggest that, given a reasonably supportive instructional environment, some Year 7 students can revise their own written texts strategically, and that in doing so they may recruit, and perhaps acquire, a range of writing skills and associated procedural knowledge. They also suggest that in the process of revising their texts, some student writers may have altered their expectations of their readers' understanding, ability to interpret and willingness to empathise.

Implications for researching writing processes and for the writing curriculum are suggested, including the use of students' revisions to tap into the complex sets of procedural knowledge which seem to underlie aspects of writing and writing development.     

Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students

The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in writing self-beliefs (N = 742). Writing self-efficacy was the only motivation construct to predict writing competence in a model that included writing self-concept, writing apprehension, perceived value of writing, self-efficacy for self-regulation, previous writing achievement, gender, and grade level. Girls were more competent writers than were boys, but there were no gender differences in writing self-efficacy beliefs. However, when students were asked whether they were better writers than their peers, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did the boys. These findings suggest that girls and boys may use a different metric when responding to traditional self-efficacy scales. Students in Grade 6 reported higher self-efficacy and found writing more valuable than did their older peers, and students in Grade 7 reported lower writing self-beliefs than did students in Grades 6 or 8.     

“It takes two”: The added value of structured peer-assisted writing in explicit writing instruction

High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy for writing, and writing motivation. A randomized control design, using multilevel analyses, was conducted to determine the differential effectiveness of two experimental writing treatments (EI+PA and EI+IND) compared to a business as usual control condition (BAU). Both experimental writing treatments involved explicit instruction in writing, with students in one condition writing with a peer (EI+PA) and students in the other condition writing individually (EI+IND). Participating classes (N = 431 students, N = 20 teachers) were randomly assigned to the three conditions and students were assessed before and after instruction. EI+PA students outperformed both EI+IND and BAU students on the writing measure in the instructed genre but not in the uninstructed genre. Additionally, although EI+PA students were more confident as to their capability (self-efficacy) to generate ideas when compared to their EI+IND counterparts, EI+PA students’ writing motivation, characterized by internal or external motives, was significantly lower than EI+IND students. The findings of the present study corroborate and extend the limited number of prior studies illustrating the surplus value of peer-assisted writing in explicit writing instruction programs.     

论英语专业写作课堂中学习共同体的构建

我国高校英语专业学生的思辨能力薄弱是一个不容忽视的问题,这个问题尤其体现在其英语写作上。构建基于学习共同体的英语写作课堂有助于激励学生的学习参与、加强学生的思辨能力及提升学生的综合语言能力。英语写作课堂学习共同体的构建需通过三个步骤：重构教师对写作课堂的认识;培养学生课堂学习共同体意识;引入研究性写作模式。     

非英语专业学生英语写作情况的调查分析与对策

对山西财经大学2001级不同的255名学生作了抽样调查，对调查问卷的结果进行了分类汇总和分析，并针对存在的主要问题提出了注重培养学生的英语写作兴趣，加强对写作过程的指导，结合精读教学培养学生的写作能力以及持续性写作训练等相应的对策。     

Profiles of self-perceived competencies and conceptions of academic writing in university students / Perfiles de competencias y concepciones sobre la escritura académica en estudiantes universitarios

Abstract

This study analyses Spanish undergraduates’ perceptions of their competency in academic writing, as well as their perception of the criteria that define its quality. We identified student profiles and examined their relationship with (1) certain sample characteristics, such as years of university experience, area of study and students’ gender, and (2) variables related to the process of writing, namely the students’ perception of the writing process and the importance they attribute to its characteristics. The data obtained came from the European Writing Survey (EUWRIT) which was administered to 1,044 students from nine Spanish universities. Profiles were identified by means of k-means cluster analysis. The relationship between these profiles and the variables studied was examined by means of chi-squared analyses and univariate ANOVAs. Two profiles were identified: students who are confident about their writing skills and who acknowledge the importance of writing in their field of knowledge; and students who are relatively confident about their writing ability and who consider writing to be relatively important in their subject area.