Journal Paper Published

摘要 Abstract

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。

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 administered a Chinese-integrated writing test to 683 high school students in Hong Kong. Using Confirmatory Factor Analysis (CFA), the study confirmed that the framework of integrated writing ability consists of four dimensions: contextual awareness, citation and integration, argumentation, and expression and organization. Furthermore, Latent Profile Analysis (LPA) and the Wald Chi-square Test were employed to explore variations in these ability indicators among students. The results indicate that Hong Kong high school students' integrated writing ability can be classified into three levels—high, medium, and low—with significant differences between these levels. The study represents the first empirical validation of the structure of Chinese integrated writing ability and provides valuable insights for both theoretical research and practical applications in integrated writing instruction and assessment.

• 关键词 Keywords
  综合写作能力评估；综合写作表现差异；验证性因素分析；潜剖面分析