读后续写任务研究的范围综述与展望——基于2012~2024年中国知网核心期刊文献的分析

A Scoping Review and Prospect of Research on Continuation Tasks—Based on an Analysis of Core Journal Literature from CNKI (2012~2024)

摘要: 本文采用范围综述的方法，系统地研究了2012~2024年中国知网核心期刊中的72篇读后续写文献。文章先总体概括了16篇非实证研究的内容，接着从理论基础、研究方法、研究内容和研究对象四个维度对56篇实证研究进行梳理归纳，并提出未来展望。研究发现：研究的理论基础主要是依托续论、互动协同模型、情景模型等为任务设计提供多维视角；研究方法多采用量化方法和混合性方法，缺乏全面深入的质性探究；研究内容主要包括读后续写在互动协同、促学效果、文本特征和情智发展方面的效应；研究对象多为高校英语学习者，中学阶段的研究相对匮乏。基于以上发现，研究对读后续写的发展提出展望。

Abstract: This scoping review systematically investigated 72 studies on the continuation task published in CNKI core journals from 2012 to 2024. The paper first offers a comprehensive overview of 16 non-empirical studies. Subsequently, it meticulously categorizes and analyzes 56 empirical studies along four key dimensions: theoretical foundations, research methods, research content, and research participants, concluding with a discussion of future research directions. The findings reveal that the theoretical underpinnings of these studies primarily draw upon Xu-argument, the interactive alignment model, and situation model theory, collectively offering multifaceted perspectives for task design. Regarding research methods, quantitative and mixed approaches are predominantly employed, yet there is a notable absence of comprehensive and in-depth qualitative inquiry. The core research content largely examines the effects of continuation tasks on interactive collaboration, pedagogical effectiveness, textual features, and emotional-cognitive development. Furthermore, while the majority of studies focus on college English learners, research at the middle school level remains comparatively scarce. Based on these insights, the study proposes future directions for the development of the continuation task.