早期写作教学中自然发生的互动模式

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Early Childhood Literacy Pub Date : 2023-11-17 DOI:10.1177/14687984231213475
Marit Olave Riis-Johansen, Iris Hansson Myran
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引用次数: 0

摘要

本文探讨了一年级学生(六岁)在撰写个人文章时相互交流和讨论的情况。研究数据包括对挪威两个不同的一年级教室中26节写作课的观察和录像。该研究以写作的社会文化理论为基础,认为写作是一种在写作群体中展开的活动,在写作群体中,每个写作者的知识和技能都有可能成为参与者的共享资源。分析发现,学生的互动可分为五类:抄袭、主动建议、转授、相互评论和被忽视的倡议。在这些不同的互动模式中,学生似乎以不同的方式探索和练习写作;因此,教师了解正在发生的互动类型是有益的。研究结果表明,学生的互动带来了许多益处,因为学生可以练习拼写、手写和写作,使用和发展他们的写作金属语言,并在写作社区中体验作为写作者的乐趣。与此同时,互动也会使学生在社交中变得脆弱,来自同伴的建议可能过于注重正确性,因而不受欢迎。
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Patterns in naturally occurring interactions in early writing instruction
This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.
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来源期刊
Journal of Early Childhood Literacy
Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
12.50%
发文量
54
期刊介绍: Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.
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