电子档案袋运用于过程写作法的行动研究
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摘要
目前,许多中学的英语写作教学都陷入一种困境:老师花费大量的时间校正学生的单词拼写和明显的搭配错误,而对作文的灵魂——思想内容关注甚少;大部分学生仍处于被动之中,写作动机低,写作水平也不尽如人意。中学英语写作教学如何摆脱困境达到《普通高中英语课程标准》设定的写作目标是新课程改革中急需解决的一个难题。在对写作教学的文献研究中,还处在研究起步阶段的电子档案袋和广受欢迎的过程写作教学法引起了笔者的关注。从理论上分析,电子档案袋新增设的自动修改、超级链接、方便存储等功能为注重写作过程、强调写作内容的发掘以及反复修改在写作中的重要作用的过程写作法提供了得天独厚的有利条件。因此笔者独创性地提出将电子档案袋与过程写作法教学整合,创立电子写作档案袋运用在高中英语写作教学中的设想。为证明这一新方法的效度,笔者采用了文献法、问卷调查法、访谈法、实验法、观察法、测验法等方法,在一所普通中学展开为期一年的行动研究。经量化检验和质性评价证实过的实验结果表明实验班和控制班的被试在写作态度和写作水平方面存在显著差异。而且,学生的综合语言技能以及搜集信息、处理信息的能力也得到了长足的提升,同时老师还可减轻工作负担。除此之外,该方法还为写作教学和写作评价提供了有益的启示。因此,将电子档案袋运用于过程写作法教学是有效的,前景看好。
Nowadays, the English writing teaching in large quantities of high schools is trapped in a predicament—the teachers often spend a large amount of time correcting students' spelling and obvious collocation mistakes and pay little attention to the content, the soul of writing, while most students are still passive receivers with considerably low writing motivation and dissatisfying writing proficiency. How to divert the teaching of writing in the high school from the plight so as to meet the writing objectives set in the Ordinary Senior High School English Curriculum Standards is one of the urgencies waiting to be dealt with during the new curriculum reform. A review of the literature on writing teaching brought the newly developed ePortfolio and the well-received Process Approach into the view of the author. Theoretically, the fresh augmented functions of the ePortfolio, such as automatic revision, hypertext links, easy storage, etc., may offer unmatched qualities for the Process Approach to focus on the writing process, to emphasize the exploration of the writing content, and to stress the dramatic role of revisions in writing. So the author proposes an innovative assumption of integrating the ePortfolio with the Process Approach to create writing ePortfolios in the high school writing teaching. To test the validity of the new approach, a one-year action research is carried out in an ordinary high school, adopting the methodology of literature survey, questionnaire survey, interview, observation, testing and so on. The results of the experiment, which have been verified through quantitative tests and qualitative assessment, show there are significant differences in the writing attitude and writing competence of the subjects in both the experimental class and the control class. Besides, the students' comprehensive language proficiency and ability of searching and managing information are enhanced, while the teacher's workload can be reduced. Furthermore, the method provides valuable implications for both writing teaching and writing assessment. Therefore, applying the ePortfolio to the Process Approach is effective, and it boasts a prosperous future.
Nowadays, the English writing teaching in large quantities of high schools is trapped in a predicament—the teachers often spend a large amount of time correcting students' spelling and obvious collocation mistakes and pay little attention to the content, the soul of writing, while most students are still passive receivers with considerably low writing motivation and dissatisfying writing proficiency. How to divert the teaching of writing in the high school from the plight so as to meet the writing objectives set in the Ordinary Senior High School English Curriculum Standards is one of the urgencies waiting to be dealt with during the new curriculum reform. A review of the literature on writing teaching brought the newly developed ePortfolio and the well-received Process Approach into the view of the author. Theoretically, the fresh augmented functions of the ePortfolio, such as automatic revision, hypertext links, easy storage, etc., may offer unmatched qualities for the Process Approach to focus on the writing process, to emphasize the exploration of the writing content, and to stress the dramatic role of revisions in writing. So the author proposes an innovative assumption of integrating the ePortfolio with the Process Approach to create writing ePortfolios in the high school writing teaching. To test the validity of the new approach, a one-year action research is carried out in an ordinary high school, adopting the methodology of literature survey, questionnaire survey, interview, observation, testing and so on. The results of the experiment, which have been verified through quantitative tests and qualitative assessment, show there are significant differences in the writing attitude and writing competence of the subjects in both the experimental class and the control class. Besides, the students' comprehensive language proficiency and ability of searching and managing information are enhanced, while the teacher's workload can be reduced. Furthermore, the method provides valuable implications for both writing teaching and writing assessment. Therefore, applying the ePortfolio to the Process Approach is effective, and it boasts a prosperous future.
引文
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Cohen, A.D. 1984. Written reformulation as a source of input for learners. English Teachers' Journal, 30: 62-67.
Diaz, D. 1986. The adult ESL writer: The process and the context. Paper presented at the 76th Annual NOTE Convention, San Antonio, Texas, Nov., 32-58.
Emig, J.1971.The Composing Process of Twelfth Grades. Urbana, IL: National Council of Teachers of English.
Flower, L.& G. Hayes. 1981. A cognitive five process theory of writing. College Composition and Communication, 31: 20-32.
Frostnot, C.T.1996.Constructivism: Theory, Prospective, and Practice. New York: Teacher College Press.
Gardener, H.1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Book.
Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Graves, D. H. 1978. Balance the Basics: Let Them Write. Ford Foundation: New York.
Guth, H. P. 1989. The Writer's Agenda. California: Wadworth Inc.
Hedge, T. 1988. Writing. Oxford: Oxford University Press.
Heath, M.2002. Electronic portfolios for reflective self-assessment. Teacher Librarian 30, 1: 19-23.
Jones, S.1985.Problems with monitor use in second language composing. In M. Rose, ed. Studies in Writer's Block and Other Composing Process Problems. New York: Guilford Press: 96-118.
Keh, C. L.1990. A design for a process-approach writing course. English Teaching Forum 2, 1: 21-32.
Lea, V. 2004. The reflective cultural portfolio. Journal of Teacher Education 55, 2: 116-127.
Love, T, & T.Cooper.2004.Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information Technology Education, 3: 65-81.
Nunes, A. 2004.Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal 58, 4: 327-335.
Murray, D. M. 1980. Writing as process: How writing finds its own meaning. In Donovan, T. R. & B. W. McClelland, eds. Eight approaches to teaching composition. Urbana, IL: National Council of Teachers of English, 3-20
Nunan, D.I 991. Language Teaching Methodology—a Textbook for Teachers. London: Prentice Hall.
Peregoy, S. & O. Boyle. 1993. Reading, Writing and Learning in ESL. New York: Longman.
Paulson, F. L., P. R. Paulson & Meyer. 1991. What makes a portfolio a portfolio? Educational Leadership 48, 5: 60-63.
Perl, S. 1979. The composing processes of unskilled college writers. Research in the Teaching of English, 13: 317-333.
Raimes, A.1979. Problems and Teaching Strategies in ESL Composition. Alington, VA: Centre for Applied Linguistics.
Raimes, A. 1983. Techniques in Teaching Writing. New York: Oxford University Press.
Riel, M. 1994. Educational change in a technology-rich environment. Journal of Research on Computing in Education, 26: 452-474.
Shaughenssy, M. P. 1977.Errors and Expectations. New York: Oxford University Press.
Sherry, A. C., & Bartlett, A. 2005.Worth of electronic portfolios to education majors: A "two by four" perspective. Journal of Educational Technology Systems 33,4: 399-419.
Stiggins, R. J. 1994. Student-centered Classroom Assessment. New York: Merrill.
Strudler, N. & K. Wetzel. 2005. The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. Journal of Research on Technology in Education 37,4:411 -433.
Teo, P. 1999. Process Writing: Peer Evaluation Revisited. Review of Educational Research and Advances for Classroom Teachers, 1: 21-56.
Tribble, C.\996.Writing. New York: Oxford University Press.
Trotman, W.2004.Portfolio Assessment. Modern English Teacher 13, 4: 62-65.
Urzua, C.1987. "You stopped too soon": Second language children composing and revising. TESOL Quarterly, 21:279-304.
Wetzel,K.& N.Strudler,2005.The diffusion of electronic portfolios in teacher education:Next steps and recommendations from accomplished users.Journal of Research on Technology in Education 38,2:231-243.
Vygotsky,L.S.1962.Thought and Language.Cambridge,MA:Harvard University Press.
Weigle,S.C.2002.Assessing Writing.Cambridge:Cambridge University Press.
White,R.& V.Arndt.1991.Process Writing.Harlow:Longman.
Zamel,V.1982.Writing:The process of discovering meaning.TESOL Quarterly 10,1:85-91.
Zamel,V.1983.The composing process of advanced ESL students:Six case studies.TESOL Quarterly 17,2:165-87.
Abrami,P.C.& H.C.Barrett.2005.Directions for research and development on electronic portfolios.Canadian Journal of Learning and Technology 31,3.Retrieved June 12,2007,from http://www.cjlt.ca/content/vol31.3/abrami.html
Ahn,J.2004.Electronic portfolios:Blending Technology,Accountability and Assessment.Retrieved July 17,2007,from http://thejournal.com/articles/16706
Barrett,H.C.2000.Electronic Teaching Portfolios:Multimedia Skills + Portfolio Development =Powerful Professional development.Retrieved April 2,2007,from http://www.electronicportfolios.com/portfolios/site2000.html
Barrett,H.C.2003.Electronic teaching portfolio.Retrieved July 3,2007,from http://www.electronicportfolios.com/portfolios/site99.html
Barrett,H.C.2005.White paper:Researching electronic portfolios and learner engagement.Retrieved June 23,2006,from http://www.taskstream.com/reflect/whitepaper.pdf
Batson,T.2002.The electronic portfolio boom:What's it all about? Retrieved March 10,2007,from http://www.syllabus.com/article.asp?id=6984
Butler,P.2006.A review of the literature on portfolios and electronic portfolios.Retrieved July 23,2007,from http://creativecommons.org/licenses/by-nc-sa/2.5/
Cambridge,B.2004.E-Portfolios:Why now? Retrieved May 12,2007,from http://channel.horizonlive.com
Cooper,T.& T.Love.2001.Online portfolios:issues of assessment and pedagogy.In Australian Association for Research in Education conference papers.Retrieved June 12,2007,from http://www.aare.edu.au/01pap/coo01346.htm
Danielson,C.& L.Abrutyn.1997.An introduction to using portfolios in the classroom.Alexandria,VA:Association for Supervision and Curriculum Development.Retrieved June,12,2007,from http://edutechwiki.unige.ch/en/Learning e-portfolio
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Barrett, H. 2000. Create your own electronic portfolio. Learning with Technology 27, 7: 14-21.
Brookes, A. & P. Grundy. 2000. Beginning to Write. Beijing: PEP.
Brown, H.1994.Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall.
Canada, M.2002.Assessing e-folios in the on-line class. New Directions for Teaching and Learning, 91: 69-75.
Chang, C. 2001. Construction and evaluation of a web-based learning portfolio system: An electronic assessment tool. Innovations in Education and Teaching International 38,2: 144-155.
Cohen, A.D. 1984. Written reformulation as a source of input for learners. English Teachers' Journal, 30: 62-67.
Diaz, D. 1986. The adult ESL writer: The process and the context. Paper presented at the 76th Annual NOTE Convention, San Antonio, Texas, Nov., 32-58.
Emig, J.1971.The Composing Process of Twelfth Grades. Urbana, IL: National Council of Teachers of English.
Flower, L.& G. Hayes. 1981. A cognitive five process theory of writing. College Composition and Communication, 31: 20-32.
Frostnot, C.T.1996.Constructivism: Theory, Prospective, and Practice. New York: Teacher College Press.
Gardener, H.1983. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Book.
Gardner, H. 1993. Multiple Intelligences: The Theory in Practice. New York: Basic Books.
Graves, D. H. 1978. Balance the Basics: Let Them Write. Ford Foundation: New York.
Guth, H. P. 1989. The Writer's Agenda. California: Wadworth Inc.
Hedge, T. 1988. Writing. Oxford: Oxford University Press.
Heath, M.2002. Electronic portfolios for reflective self-assessment. Teacher Librarian 30, 1: 19-23.
Jones, S.1985.Problems with monitor use in second language composing. In M. Rose, ed. Studies in Writer's Block and Other Composing Process Problems. New York: Guilford Press: 96-118.
Keh, C. L.1990. A design for a process-approach writing course. English Teaching Forum 2, 1: 21-32.
Lea, V. 2004. The reflective cultural portfolio. Journal of Teacher Education 55, 2: 116-127.
Love, T, & T.Cooper.2004.Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information Technology Education, 3: 65-81.
Nunes, A. 2004.Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal 58, 4: 327-335.
Murray, D. M. 1980. Writing as process: How writing finds its own meaning. In Donovan, T. R. & B. W. McClelland, eds. Eight approaches to teaching composition. Urbana, IL: National Council of Teachers of English, 3-20
Nunan, D.I 991. Language Teaching Methodology—a Textbook for Teachers. London: Prentice Hall.
Peregoy, S. & O. Boyle. 1993. Reading, Writing and Learning in ESL. New York: Longman.
Paulson, F. L., P. R. Paulson & Meyer. 1991. What makes a portfolio a portfolio? Educational Leadership 48, 5: 60-63.
Perl, S. 1979. The composing processes of unskilled college writers. Research in the Teaching of English, 13: 317-333.
Raimes, A.1979. Problems and Teaching Strategies in ESL Composition. Alington, VA: Centre for Applied Linguistics.
Raimes, A. 1983. Techniques in Teaching Writing. New York: Oxford University Press.
Riel, M. 1994. Educational change in a technology-rich environment. Journal of Research on Computing in Education, 26: 452-474.
Shaughenssy, M. P. 1977.Errors and Expectations. New York: Oxford University Press.
Sherry, A. C., & Bartlett, A. 2005.Worth of electronic portfolios to education majors: A "two by four" perspective. Journal of Educational Technology Systems 33,4: 399-419.
Stiggins, R. J. 1994. Student-centered Classroom Assessment. New York: Merrill.
Strudler, N. & K. Wetzel. 2005. The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. Journal of Research on Technology in Education 37,4:411 -433.
Teo, P. 1999. Process Writing: Peer Evaluation Revisited. Review of Educational Research and Advances for Classroom Teachers, 1: 21-56.
Tribble, C.\996.Writing. New York: Oxford University Press.
Trotman, W.2004.Portfolio Assessment. Modern English Teacher 13, 4: 62-65.
Urzua, C.1987. "You stopped too soon": Second language children composing and revising. TESOL Quarterly, 21:279-304.
Wetzel,K.& N.Strudler,2005.The diffusion of electronic portfolios in teacher education:Next steps and recommendations from accomplished users.Journal of Research on Technology in Education 38,2:231-243.
Vygotsky,L.S.1962.Thought and Language.Cambridge,MA:Harvard University Press.
Weigle,S.C.2002.Assessing Writing.Cambridge:Cambridge University Press.
White,R.& V.Arndt.1991.Process Writing.Harlow:Longman.
Zamel,V.1982.Writing:The process of discovering meaning.TESOL Quarterly 10,1:85-91.
Zamel,V.1983.The composing process of advanced ESL students:Six case studies.TESOL Quarterly 17,2:165-87.
Abrami,P.C.& H.C.Barrett.2005.Directions for research and development on electronic portfolios.Canadian Journal of Learning and Technology 31,3.Retrieved June 12,2007,from http://www.cjlt.ca/content/vol31.3/abrami.html
Ahn,J.2004.Electronic portfolios:Blending Technology,Accountability and Assessment.Retrieved July 17,2007,from http://thejournal.com/articles/16706
Barrett,H.C.2000.Electronic Teaching Portfolios:Multimedia Skills + Portfolio Development =Powerful Professional development.Retrieved April 2,2007,from http://www.electronicportfolios.com/portfolios/site2000.html
Barrett,H.C.2003.Electronic teaching portfolio.Retrieved July 3,2007,from http://www.electronicportfolios.com/portfolios/site99.html
Barrett,H.C.2005.White paper:Researching electronic portfolios and learner engagement.Retrieved June 23,2006,from http://www.taskstream.com/reflect/whitepaper.pdf
Batson,T.2002.The electronic portfolio boom:What's it all about? Retrieved March 10,2007,from http://www.syllabus.com/article.asp?id=6984
Butler,P.2006.A review of the literature on portfolios and electronic portfolios.Retrieved July 23,2007,from http://creativecommons.org/licenses/by-nc-sa/2.5/
Cambridge,B.2004.E-Portfolios:Why now? Retrieved May 12,2007,from http://channel.horizonlive.com
Cooper,T.& T.Love.2001.Online portfolios:issues of assessment and pedagogy.In Australian Association for Research in Education conference papers.Retrieved June 12,2007,from http://www.aare.edu.au/01pap/coo01346.htm
Danielson,C.& L.Abrutyn.1997.An introduction to using portfolios in the classroom.Alexandria,VA:Association for Supervision and Curriculum Development.Retrieved June,12,2007,from http://edutechwiki.unige.ch/en/Learning e-portfolio
Lorenzo,G.& J.Ittleson.2005.An overview of institutional e-portfolios.Retrieved December 14,2006,from http://www.educause.edu/LibraryDetailPage/666?ID=ELI3002
Bill Johnson(李雁冰译),2000,《学生表现评定手册:场地设计和前景指南》。上海:华东师范大学出版社。
Chen Liping[陈立平],Li Zhixue[李志雪],1999,英语写作教学:理论与实践,《解放军外国语学院报》,第1期66-69页。
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