An empirical study on the structure of high school students' integrated writing ability

Abstract

With the rapid advancement of information technology, developing students' ability to comprehend and utilizing multimodal information has become an important aspect of education. While a substantial body of research has examined students' writing performance and its influencing factors, few studies have focused on validating the structure of integrated writing ability and analyzing individual differences. This study a relaxation of overseas study policies and conducted a nationwide scholarship examination for studying abroad in December 1944. The examination was administered by the specially established International Student Examination Committee, which ultimately selected 209 students to study in the UK and the US. This examination established a precedent for nationally unified scholarship examinations, which standardized the examination system for overseas study and cultivated a cohort of specialized professionals, positively impacting both international education and national development. However, it is important to note that the examination imposed excessive restrictions on subject specifications and deprived the provincial selection authorities of selection rights, negatively affecting talent selection and cultivation. This situation highlights the limitations inherent in centralized control over overseas study programs. 随着信息技术的快速发展，培养学生理解和运用多模态信息处理的能力成为教育的重要内容。综合写作是达成这一目标的有效途径，已成为多个国家和地区语言考试的有机组成部分。然而，尽管学界已有大量关于学生写作表现及其影响因素的研究，但少有着眼于验证学生综合写作能力结构及差异分析的探索。本研究对我国香港地区683名高中生进行了语文科综合写作测试，通过验证性因素分析（CFA）证实综合写作能力框架包含语境意识、引用与整合、观点与论证、表达与结构四部分，并基于以人为本的潜剖面分析（LPA）和沃尔德卡方检验（Wald Chi-square Test）探索学生在这些能力指标上的差异。结果表明，香港地区中学生的综合写作能力可划分为高、中、低三个层次，层次间差异显著。本研究是首次对中文综合写作能力结构进行验证的实证研究，可以为综合写作的教学与评估理论研究及实践提供参考。