摘要
国内外学界对书写困难的认定一直莫衷一是。本文首先提出书写困难的认知神经科学的特质观和心理语言学的普适观。为普遍提高中国儿童的书写质量,主张从发展心理语言学的角度采用书写静态、动态因素分析加反应监控三结合手段,解释影响中国儿童书写个性化和发展性差异的因素,科学验证提升书写质量的两层面(写字和写作)各六个维度的评估标准,并考察阅读对书写的中介影响作用。本文最后通过一手实证数据,初步探讨了如何制定书写质量标准,揭示普适性特征,建立矫正课程和训练手段,最终提升书写质量。
At present,there are no identical definitions of writing disabilities in China or other countries.This paper proposes the trait concept of cognitive neurology and the universal concept of psycholinguistics.In order to improve Chinese children’s writing quality,the author suggests,by using static and dynamic factors analysis plus the Response to Treatment Intervention,exploring the components affecting individualized and developmental differences in Chinese children’s writing,the evaluation standards for writing quality（involving six dimensions contained both in handwriting and in written compositions）,and the mediating effect of reading on writing.In conclusion,using first-hand empirical evidence,the paper probes into the standards for writing quality,the universality of writing skills,the establishment of writing correction courses and training methods,and the improvement of Chinese children’s writing quality.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第2期51-56,共6页
Chinese Journal of Special Education
基金
全国教育科学"十二五"规划教育部重点课题"中小学学困生学习心理发展特点及教育矫正研究"(DBA120179)的阶段性成果
关键词
书写困难
书写质量
写字与写作
评估标准
测量指标
发展心理语言学
writing disabilities writing quality handwriting and written composition evaluation standards assessment indicators developmental psycholinguistics
