摘要
写作过程模式主要分为阶段模式、认知过程模式、社会互动模式和社会认知模式,这4种模式分属不同时期,有不同的理论支撑,对“意义”的形成有不同的假定,对写作者、读者与文稿之间的互动也有不同的关注焦点。但它们彼此之间又相互关联,彼此兼容:在对写作本质的认识方面,存在一个由外部文本转到内部机制再扩展至外部社会因素的趋势;在对写作过程的描述方面,由单一线性特征改变为个体的认知行为,继而由社会品质扩展至认知心理与外部环境的结合体。因此,在很大程度上,后期模式是前期模式的提升和综合,具有延续、递进、上升的特点。
The studies on models of the writing process can be divided into the stage model, the cognitive process model, the social-interactive model, and the social-cognitive model. Based on behaviorism and structuralism, the stage model challenges the rhetorical tradition in writing studies and regards writing as a linear process. Influenced by cognitive psychology and post-behaviorism, the cognitive process model considers writing as a problem-solving process and attempts to reveal the internal mechanism of the writing process. The social-interactive model, from the angle of social constructivism, goes beyond the notion of writing as individual activities and emphasizes the shared social features of the writing process, whereas the social cognitive model highlights the internal factors and the external environment of the writing process within the framework of functionalism and communicative theories. Having different hypotheses on the formation of ＂meaning＂ , these models reveal both advantages and disadvantages when expounding different aspects of the writing process. They are interrelated and compatible to each other.
出处
《山东大学学报（哲学社会科学版）》
北大核心
2005年第5期53-58,共6页
Journal of Shandong University(Philosophy and Social Sciences)
