教育技术学视野中的写作文本分析

摘要

Reading and writing are two important ways for mother tongue learning. Currently, international research has been richer on reading than writing. Both 'micro' and 'macro' analysis paradigms of writing text have been followed in area of writing research. 'Micro' analysis paradigm focuses on the common language performance, while 'macro' analysis paradigm focuses on the narrative structure. Based on in-depth analysis of these paradigms above, this study suggests that both have their breakthroughs and limitations in research content, methods and results. Construction of new writing text analysis paradigm with methodological features is a new perspective for the in-depth analysis of the inherent differences of individual writings, as well as a way to explore mother tongue learning principles and orientations of language learning research in the future. This study suggests that new writing text analysis paradigm should be built from three aspects:Firstly, content analysis framework should be established by combining the micro, meso and macro analysis;Secondly, according to characteristics of language output, the research methods should be explored that correspond with the content analysis framework and orient to expansibility;Thirdly, language use being the center, special principles of individual language use should be discovered in order to provide more in-depth and thorough theoretical explanations for the teaching and learning of writing.%　　对于母语学习而言，阅读和写作是落实语言运用的两条主要途径。目前国内外关于阅读的研究较多，但对于写作的研究相对滞后。写作研究主要有微观和宏观两种写作文本分析范式，微观分析范式侧重通用语言表现，宏观分析范式侧重叙事结构，二者在研究内容、研究手段和研究结果三方面既有突破，又有局限。构建具有教育技术学特征的新型写作文本分析范式是深度分析个体写作内在差异的新视角，是归纳母语学习普遍规律和梳理未来语言学习研究方向的新途径。新型写作文本分析范式应建立微观、宏观和中观分析相结合的内容分析框架；依据言语表达的输出特征，探寻与内容分析框架相对应的、以发展性为指向的研究手段；并以语言运用为中心，发现个体语言运用的特殊规律，为写作教学提供更为深入和透彻的理论解释。