طراحی و تدوین الگوی آموزش انشانویسی: پژوهشی کیفی با رویکرد فراترکیب
الموضوعات : Research in Curriculum Planning
1 - استادیار گروه علوم تربیتی و روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
2 - دکتری مدیریت آموزشی،دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی تهران ،تهران،ایران
الکلمات المفتاحية: انشا, توسعه انشانویسی, مهارت¬های نوشتاری, نگرش نوشتاری دانش¬آموزان, نوشتن,
ملخص المقالة :
پژوهش حاضر باهدف ترکیب ادبیات پراکنده در مورد آموزش انشانویسی صورت گرفت تا چارچوب جامع و یکپارچه‌ای از آموزش انشانویسی را ارائه نماید. این پژوهش کاربردی با روش کیفی فراترکیب انجام‌شده است. جامعه آماری، کلیه مطالعات انجام‌شده در بازه زمانی 2015 تا 2022 می‌باشد. در این راستا مطالعات فراوانی در زمینه موضوع مورد نظر ارزیابی و درنهایت 74 مقاله به‌صورت هدفمند انتخاب گردید و با تحلیل محتوا و ترکیب ادبیات مربوطه با روش تحلیل مضمون مورد بررسی قرار گرفت. درنتیجهی بررسی، تحلیل و سنتز یافتههای 74 مطالعه منتخب، الگوی آموزش انشانویسی به عنوان مضمون فراگیر در قالب 248 مضمون پایه، 16 مضمون سازنده سطح دوم و 5 مضمون سازنده سطح اول (پیشایندهای راهبردی انشانویسی، پیشایندهای عملیاتی انشانویسی، عوامل موثر بر انشانویسی، آموزش انشانویسی و ارزشیابی درس انشا) شناسایی شدند. نتایج این پژوهش فراترکیب و اتفاقنظر صاحبنظران در ادبیات نشان داد که توجه به چگونگی و فرآیند انشانویسی و همافزایی لازم بین عوامل معرفیشده، زمینهها و شرایط مناسب برای انشانویسی فراهم و تقویت میشود.
المصادر:
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Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of educational psychology, 104(4), 896. DOI:10.1037/a0029939
Hallahan, D. P., Lloyd, J. W., Kauffman, J. M., Weiss, M. P., & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching. Boston Pers Educ, 686, 195-221.
Harmer, J. (2010). The practice of English language teaching (4th ed.). Pearson Education
Harris, K. R., Graham, S., & Adkins, M. (2015). Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5–16. https://doi.org/10.1016/j.cedpsych.2014.02.003
Harris, K. R., Graham, S., & Mason, L. (2002). POW plus TREE equals powerful opinion essays. Teaching Exceptional Children, 34(5), 74-77. https://doi.org/10.1177/004005990203400513
Hashey, A. I., Miller, K. M., & Foxworth, L. L. (2020). Combining Universal Design for Learning and Self-Regulated Strategy Development to Bolster Writing Instruction. Intervention in School and Clinic, 56(1). 22-28. DOI: 10.1177/1053451220910733
Hassenfeld, Z. R., & Bers, M. U. (2020). Debugging the writing process: lessons from a comparison of students’ coding and writing practices. The Reading Teacher, 73(6), 735-746. https://doi.org/10.1002/trtr.1885
Hembrough, T., & Jordan, J. (2020). Creating a Digital Writing Classroom: A Mixed Methods Study about a First-Year Composition Tablet Initiative. International Journal of Instruction, 13(2), 567-586. https://doi.org/10.29333/ iji.2020.13239a
Herlisya, D., Alfiawati, R., & Dodo, I. (2020). The Influence of Instagram’s Pictures Towards the Students’essay Writing Skill. JETA (Journal of English Teaching and Applied Linguistic), 1(2), 18-27. http://jurnal.stkippgribl.ac.id/index.php/jeta
Jacobson, L. T., & Reid, R. (2010). Improving the persuasive essay writing of high school students with ADHD. Exceptional Children, 76(2), 157-174. https://doi.org/10.1177/ 001440291007600202
Kadiatmaja, A. P. (2021). Error Analysis in Students’ Writing Composition. Jurnal Al-Fawa'id: Jurnal Agama dan Bahasa, 11(1), 83-101. https://doi.org/10.54214/alfawaid. Vol11.Iss1.151
Kim, Y. S. G., Yang, D., Reyes, M., & Connor, C. (2021). Writing instruction improves students’ writing skills differentially depending on focal instruction and children: A meta-analysis for primary grade students. Educational Research Review, 34, 100408. https://doi.org/10.1016/j.edurev.2021.100408
Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41(4), 234-253. https://doi.org/ 10.1177/0022466907310370
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LoBello, C. (2015). The impact of digital storytelling on fourth grade students’ motivation to write. State University of New York. Education and Human Development Master's Theses. 573. http://digitalcommons. brockport.edu/ehd_theses/573
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