小学六年级学生自主写作调查研究

发布时间：2018-07-21 09:23

【摘要】：自主写作能力对个人的学习和工作至关重要,而且《义务教育语文课程标准》(2011年版)中也明确提出了对学生的自主写作能力的要求,然而,很多小学六年级学生的自主写作能力离课程标准规定的水平还相差甚远。小学六年级是培养学生自主写作能力的重要时期,但针对小学六年级学生自主写作的相关研究亟需补充。本研究选取山东的三所小学和河南的两所小学的六年级学生为研究对象,采用问卷法和访谈法。本研究结合齐默曼和庞维国关于自主学习的研究自行编制调查问卷,通过发放预测问卷和修改,确定正式问卷的信度为0.890,共784位学生接受问卷调查,4位老师和9位学生接受访谈,两类研究数据进行三角验证,保证问卷的信度和效度。本研究主要探讨当前小学六年级学生的自主写作水平的总体表现以及在写作元认知、写作动机、写作行为层面的参与情况;学生之间的自主写作能力有无性别差异和学校间差异;写作元认知、写作动机和写作行为之间存在何种关系。研究发现小学六年级学生的自主写作水平一般;学生具有较高的写作动机;写作元认知、写作动机和写作行为之间存在正向强相关关系;学生自主写作水平的性别差异显著,女生的自主写作水平优于男生;写作元认知、写作动机和写作行为参与度性别差异显著,女生在这三个纬度的参与度均高于男生;学生自主写作水平的学校差异显著。本研究在此基础上提出了帮助学生提高自主写作能力的几点建议。
[Abstract]:The ability to write autonomously is very important to one's study and work, and the Chinese Curriculum Standard for compulsory Education (2011 edition) clearly sets out the requirements for students' autonomous writing ability. However, Many sixth-grade students still have a long way to go in their autonomous writing skills. Primary school sixth grade is an important period to cultivate students' autonomous writing ability, but the related research on primary school sixth grade students' autonomous writing needs to be supplemented. In this study, three primary schools in Shandong province and two primary schools in Henan province were selected as the subjects of the study, and questionnaire and interview methods were used. This study combined with Zimmerman and Pang Weiguo's research on autonomous learning self-compiled questionnaire, through the distribution of forecasting questionnaires and revisions, The reliability of the formal questionnaire was determined to be 0.890. A total of 784 students were interviewed by the questionnaire. The two types of data were triangulated to ensure the reliability and validity of the questionnaire. This study mainly discusses the overall performance of autonomous writing level of sixth grade students and their participation in writing metacognition, writing motivation and writing behavior. There are gender differences in students' autonomous writing abilities and differences between schools, and what is the relationship between writing metacognition, writing motivation and writing behavior. The study found that the level of autonomous writing of the sixth grade students was average; the students had higher writing motivation; there was a strong positive correlation among writing metacognition, writing motivation and writing behavior; the gender difference of students' autonomous writing level was significant. Female students' autonomous writing level is better than that of boys; there are significant gender differences in writing metacognition, writing motivation and writing behavior participation, and female students' participation in these three latitudes is higher than that of boys; the school differences of students' autonomous writing level are significant. On the basis of this, some suggestions are put forward to help students improve their autonomous writing ability.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

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