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写作的“教”与“学”是研究者和教师关注的重要议题，然而现有研究大多关注课堂微观层面的写作教学，较少考察某一国家或地区的写作课程和教学实践。本文以全球16个国家和地区的写作教学调查报告为数据，呈现美洲、欧洲、亚洲以及大洋洲各个国家和地区的中小学母语和外语写作的“教”与“学”概貌。研究发现，写作教学时间地区差异较大，大洋洲(如澳大利亚和新西兰)投入时间最多，欧洲写作教学相对较少，部分国家(如美国、智利、澳大利亚等)甚至未达到当地最低要求；写作教学体裁、作业设置以及教学方法具有多样性，低学段写作教学侧重基础写作技巧，高学段则会布置议论文等类型的多段落和多种体裁的写作任务；对于写作困难和有特殊需求的学生，教师未能做出专业的教学调整；教师普遍培训不足，且教学效能感不一；写作教师教育在全球范围内未得到足够的重视。基于此，本文从课时设置、教学活动、教师培养以及未来研究四个方面为提升我国汉语和外语写作教学提出建议。
Abstract：Writing instruction is an important topic that captures the attention of researchers and teachers. However, the majority of existing research focuses on writing instruction at the micro level in the classroom, with few examining the writing curriculum and teaching practice in a particular country or region. This article uses survey reports on writing instruction from 16 countries and regions around the world as data to present first language and second language writing instruction in elementary and secondary schools in America, Europe, Asia, and Oceania. The study shows that there are significant regional differences in the amount of time allocated to writing instruction. For instance, the time of writing instruction in Europe is not long, while Oceania(such as Australia and New Zealand) invests relatively more time, and some countries(such as the USA, Chile, Australia, etc.) do not meet the local minimum requirements; there are also large differences in writing genres, homework settings, and writing instructional approaches; writing instruction in the lower grades focuses on fundamental writing skills, whereas the upper grades focus on argumentative essays and other types of multi-paragraph writing, as well as various other types of writing; for students with writing difficulties and special needs, teachers are mostly aware of this reality but fail to make professional teaching adjustments; teachers generally do not receive adequate training, and their self-efficacy in writing instruction varies; writing teacher education is undervalued worldwide. Based on the results, this article offers implications for improving Chinese and foreign language writing instruction in China from four aspects, including time arrangement, teaching activities, teacher preparation, and future direction.
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基本信息:
中图分类号:G633.4
引用信息:
[1]于书林,朱文蕾,梁承刚,等.写作如何教、如何学：对全球写作教学调查报告的分析[J].全球教育展望,2024,53(03):99-111.
基金信息:
澳门大学MYRG研究项目“探究二语写作学习者非正式写作的经历和体验：现象学视角”(项目编号：MYRG2022-00273-FED)的阶段性研究成果