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Evaluación del conocimiento estratégico de los alumnos a través de tareas auténticas de escritura en clase de ciencias naturales

机译:通过自然科学课中的真实写作任务评估学生的战略知识

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摘要

The difficulties at evaluating strategic knowledge have been connected to the use of deconxetualized tests that, at the end, do not involve the use of this knowledge. For this reason, an interest in developing authentic writing tasks that offer advantages for these kinds of evaluation have arisen. Throughout this research, authentic writing tasks were developed in a natural sciences class, with the purpose of evaluating the students' strategic knowledge. Different instruments were used to collect data, e.g. Interviews, questionnaires, a self-inform, as well as three samples of writing by the students, with the objective of analyzing the changes that occurred between one and the others, as well as to determine the decisions that students made in order to complete the assigned tasks successfully. An authentic writing task gives great opportunities to evaluate strategic knowledge. These tasks lead students to arrange their knowledge about the topic in hand, organize and adapt it to fit the objectives and the audience, also, it allows them to control and adjust their decisions on the task. This last stage became the perfect opportunity to take notes on the knowledge and regulation of cognitive processes that the students brought into play, as well as to evaluating their understanding of writing and the demands given on the different discursive genres. As a result, the students showed different degrees of strategic knowledge in the task. The students who showed a better strategic knowledge trust in their structural abilities know about discursive genres and have a good performance in basic linguistic abilities. The students who showed weak strategic knowledge distrust their writing skills, seem extremely worried about organizing the content of their texts, fail when checking their writings, and overlook or are unaware of the basic requirements of the discursive genre they are asked to exemplify. It appears that the previous knowledge and experiences at writing the students have been exposed to may affect the strategic knowledge shown when writing in this subject.
机译:评估战略知识的困难与使用去副感化的测试有关,最后,这些测试均不涉及该知识的使用。因此,人们对开发能够为这类评估提供优势的真实写作任务产生了兴趣。在整个研究过程中,自然科学课中制定了真实的写作任务,目的是评估学生的战略知识。使用了不同的工具来收集数据,例如访谈,问卷调查,自我信息以及学生的三个写作样本,目的是分析彼此之间发生的变化,并确定学生为完成学习而做出的决定。成功分配任务。真实的写作任务为评估策略知识提供了巨大的机会。这些任务将引导学生安排有关主题的知识,组织和调整主题以适合目标和受众,也使他们能够控制和调整对任务的决策。最后一个阶段成为记录学生所发挥的认知过程的知识和规则,以及评估他们对写作的理解以及对各种语文体裁的要求的绝佳机会。结果,学生在任务中表现出不同程度的战略知识。对结构能力表现出更好的战略知识信任的学生了解话语体裁,并且在基本语言能力方面表现良好。战略知识薄弱的学生不信任自己的写作技巧,似乎非常担心组织文章的内容,在检查自己的作品时会失败,并且忽略或不知道要求他们举例说明的话语体裁的基本要求。看来,以前写学生的知识和经验曾被接触过,可能会影响在写作该主题时所显示的战略知识。

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