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Toward an Integrated Framework of Multiple Text Use
Educational Psychologist ( IF 8.209 ) Pub Date : 2018-11-05 , DOI: https://doi.org/10.1080/00461520.2018.1505514
Alexandra List, Patricia A. Alexander

We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students’ multiple text use as unfolding over the course of three stages—preparation, execution, and production. In the preparation stage of the framework, individual difference factors and students’ task analysis result in learners’ adoption of a default stance, or a general orientation, toward multiple text use. During the execution stage of the framework, students engage in a variety of behavioral, cognitive, and metacognitive/regulatory strategies to develop cross-textual links and to integrate information across multiple texts. The execution stage concludes with students’ development of a variety of affective and cognitive outcomes as a consequence of text access. Finally, in the production stage of the framework, students draw on these affective and cognitive outcomes to develop external, often written products.

中文翻译:

迈向使用多种文字的综合框架

我们介绍了多文本综合框架,以了解学生如何使用和形成多文本之间的联系以实现个人或任务目标。“多文本综合框架”将学生的多文本使用概念化为在准备,执行和制作三个阶段中逐步展开的过程。在框架的准备阶段,个体差异因素和学生的任务分析导致学习者对多种文本使用采取默认立场或总体取向。在框架的执行阶段,学生将参与各种行为,认知和元认知/调节策略,以发展跨文本的链接并整合跨多个文本的信息。执行阶段结束时,由于文本访问,学生发展出各种情感和认知成果。最后,在框架的生产阶段,学生利用这些情感和认知结果来开发外部的,通常是书面的产品。
更新日期:2019-02-22
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