Hong Jon-Chao, Tai Kai-Hsin, Hwang Ming-Yueh, Lin Chia-Yin
Chinese Language and Technology Center, National Taiwan Normal University, Taipei, Taiwan.
Global Program in Interdisciplinary Studies, Soochow University, Taipei, Taiwan.
Front Psychol. 2022 Nov 15;13:1060421. doi: 10.3389/fpsyg.2022.1060421. eCollection 2022.
Social comparison is a mind-altering determinant that affects students' learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons.
社会比较是一种改变思维的决定因素，会影响学生的学习行为。为了解其影响，本研究设计并实施了三种教授中文写作技巧的教学方法：（1）无比较组（NCG）：要求学生独立完成作文；（2）向上比较组（UCG）：提供优秀作文范例，要求学生就相同主题写作；（3）向下比较组（DCG）：提供较差范例供学生批评。台湾初中九年级学生分三组参与，就六个主题写作。结果显示，UCG和DCG组学生的中文作文写作（CCW）技能比NCG组学生有显著提高。DCG组作文引发的认知焦虑大幅下降。结果表明，在写作课上采用向上和向下比较让学生练习中文作文值得采用。
