话语目标对小学生书面论证的影响

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yuchen Shi
{"title":"话语目标对小学生书面论证的影响","authors":"Yuchen Shi","doi":"10.1016/j.ijer.2024.102375","DOIUrl":null,"url":null,"abstract":"<div><p>This study investigates the impact of discourse goals on argumentative writing among Chinese elementary school students. Eight fourth-grade classes were assigned to one of three conditions—Persuasion Dialogue (PD), Deliberation Dialogue (DD) and Control—to discuss four controversial topics designed for the Morality and Law subject. Before writing on the intervention topics, PD and DD students engaged in direct peer-to-peer argumentative written dialogues, while Control students addressed the topics and textbook contents in traditional teacher-led whole-class discussions. In essays on multiple intervention topics and a post-assessment topic, PD and DD students outperformed Control students in considering an alternative viewpoint. PD students, however, showed an advantage over DD students and Control students, in rebutting a counterargument and in attributing these counterarguments to the preceding dialogues, as well as in employing evidence to support claims. DD students, in contrast, were more likely to employ a dismissal strategy over a refutation strategy. Strengths of the argumentative discourse goal of persuasion over deliberation for elementary school students are discussed.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"126 ","pages":"Article 102375"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effects of discourse goals on written arguments in elementary school students\",\"authors\":\"Yuchen Shi\",\"doi\":\"10.1016/j.ijer.2024.102375\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study investigates the impact of discourse goals on argumentative writing among Chinese elementary school students. Eight fourth-grade classes were assigned to one of three conditions—Persuasion Dialogue (PD), Deliberation Dialogue (DD) and Control—to discuss four controversial topics designed for the Morality and Law subject. Before writing on the intervention topics, PD and DD students engaged in direct peer-to-peer argumentative written dialogues, while Control students addressed the topics and textbook contents in traditional teacher-led whole-class discussions. In essays on multiple intervention topics and a post-assessment topic, PD and DD students outperformed Control students in considering an alternative viewpoint. PD students, however, showed an advantage over DD students and Control students, in rebutting a counterargument and in attributing these counterarguments to the preceding dialogues, as well as in employing evidence to support claims. DD students, in contrast, were more likely to employ a dismissal strategy over a refutation strategy. Strengths of the argumentative discourse goal of persuasion over deliberation for elementary school students are discussed.</p></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":\"126 \",\"pages\":\"Article 102375\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035524000624\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035524000624","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究探讨了话语目标对中国小学生议论文写作的影响。八个四年级班级被分配到三个条件之一--劝说对话(PD)、慎思对话(DD)和对照组--讨论道德与法律学科设计的四个有争议的话题。在就干预主题写作之前,PD 和 DD 学生进行了直接的同伴间书面论证对话,而对照组学生则在传统的教师主导的全班讨论中讨论主题和课本内容。在关于多个干预主题和一个后评估主题的作文中,在考虑另一种观点方面,学习促进组和发展促进组学生的表现优于对照组学生。然而,在反驳反驳论点、将这些反驳论点归因于之前的对话以及运用证据支持主张方面,学业良好学生比学业不良学生和对照组学生更具优势。相比之下,聋哑学生更倾向于采用驳回策略,而不是反驳策略。本文讨论了小学生在论辩话语目标中说服优于商议的优势。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The effects of discourse goals on written arguments in elementary school students

This study investigates the impact of discourse goals on argumentative writing among Chinese elementary school students. Eight fourth-grade classes were assigned to one of three conditions—Persuasion Dialogue (PD), Deliberation Dialogue (DD) and Control—to discuss four controversial topics designed for the Morality and Law subject. Before writing on the intervention topics, PD and DD students engaged in direct peer-to-peer argumentative written dialogues, while Control students addressed the topics and textbook contents in traditional teacher-led whole-class discussions. In essays on multiple intervention topics and a post-assessment topic, PD and DD students outperformed Control students in considering an alternative viewpoint. PD students, however, showed an advantage over DD students and Control students, in rebutting a counterargument and in attributing these counterarguments to the preceding dialogues, as well as in employing evidence to support claims. DD students, in contrast, were more likely to employ a dismissal strategy over a refutation strategy. Strengths of the argumentative discourse goal of persuasion over deliberation for elementary school students are discussed.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信