合作写作促进元认知策略习得的实证研究  

An Empirical Research on Cooperative Writing and Its Facilitation of Metacognitive Writing Strategy Acquisition in College Writing Classes

作　　者：蒋冬美[1] 李红军[1] 

机构地区：[1]顺德职业技术学院,广东佛山5283330

出　　处：《九江职业技术学院学报》2012年第4期9-12,共4页Journal of Jiujiang Vocational and Technical College

基　　金：国家高职英语精品课建设项目教高函[2007]20号文;顺德职业技术学院科研基金(2006-YJ-03)成果之一

摘　　要：为探讨合作学习对促进写作元认知策略的习得以及提高学生写作水平的效果,在大学英语写作课堂进行实证研究。结果表明:合作写作促进学习者之间写作元认知策略的相互分享和自我反思,也提高了反馈的有效性,从而增强了他们写作元认知策略建构的广度和深度,大大提高了写作元认知策略的习得和写作水平。To test its effectiveness in facilitating the acquisition of writing metacognitive strategies and improv- ing learners＇ writing proficiency, an empirical research was carried out in a college writing class. The results indicate that cooperative writing encourages both the sharing of metacognitive strategies in writing among students and their self-analysis, and raises the effectiveness of writing feedback, which leads to the growth of the width and depth of learners＇ construction of writing metacognitive strategies, and therefore increases the acquisition and their writing achievement greatly.

关 键 词：建构主义 合作学习 英语写作 元认知策略 写作水平 

分 类 号：E642[军事—军事理论]