| 基于知识转换模型的科学写作探析 |
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| 引用本文： | 高潇怡,吕雅洁.基于知识转换模型的科学写作探析[J].课程.教材.教法,2022(3):139-145. |
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| 作者姓名： | 高潇怡 吕雅洁 |
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| 作者单位： | 北京师范大学教育学部;齐鲁师范学院教师教育学院 |
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| 基金项目： | 北京市教育科学“十三五”规划2020年度重点课题“基于话语分析的科学课堂师生互动研究”(CDAA2020044)。 |
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| 摘 要： | 科学写作是将学生的科学理解和科学思维过程具体化为外在表征的过程,对学生的科学学习具有重要价值。知识转换模型作为解释学生科学写作心理过程的理论框架,有效揭示了写作促进学生学习的认知过程。与知识陈述模型相比,基于知识转换模型的科学写作更有助于促进学生生成与建构新知识,凸显学生的科学思维和科学理解。基于知识转换模型的科学写作需要教师明确科学写作目的,以合作者身份参与学生写作;引导学生设定科学写作目标,形成任务的心理表征;指导学生在科学写作的体裁与功能之间建立联系,激活问题空间;为学生设计多样化的作品读者,推动知识转换的进程;重视对学生科学写作过程的评价。
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| 关 键 词： | 科学写作 知识转换模型 知识陈述模型 |
Scientific Writing Based on Knowledge Transforming Model |
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| Institution: | (Faculty of Education,Beijing Normal University,Beijing 100875,China;School of Teachrr Education,Qilu Normal University,Jinan Shandong 250200,China) |
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| Abstract: | Scientific writing is the process of externalizing students’ scientific understanding and scientific thinking into external representation,which is of great value to students’ scientific learning.As a theoretical framework of scientific writing,knowledge transforming model can effectively explain the mechanism of how writing promotes students’ learning.Compared with knowledge telling model,knowledge transforming model is more helpful to highlight students’ scientific thinking and understanding,and promote students to generate and construct new knowledge.Science writing based on the knowledge transformation model requires teachers to clarify the purpose of scientific writing and participate in students’ writing as collaborators,guide students to set scientific writing goals and form mental representations of tasks,instruct students to make connections between genres and functions of scientific writing and activate problem spaces,design diverse readers for students’ work to facilitate the process of knowledge transformation,and pay attention to the evaluation of students’ scientific writing process. |
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| Keywords: | scientific writing knowledge transforming model knowledge telling model |
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