Pupils Writing Cognitive Test Preparation And Characteristics

Writing metacognition is one of the research fields of the metacognition. It refers to the writer's controlling and monitoring of the writing process. It is the process that the author creates new products using his knowledge and writing models. The level of one's writing metacognition reflects his mastering degree of the writing knowledge and his controlling ability to the problems he encounters in his writing. Writing metacognition has a notable effect on writing progress. Researches have shown that writing metacognitive training performed on children has greatly improved their writing and language abilities. Now there has been no research of this kind conducted in our country. So we perform this study to try to have an explorative research on the problem.The method of stratified sampling is adopted in the study to look into the writing metacognitiong of the primary school students' in grade 4,grade 5 and grade 6. Using the results of the investigation and the statistical method of Factor Analysis, the research succeeded in working out the Primary School Students' Writing Metacognition Questionnaire under the guideline of the psych-statistics principles. By the Questionnaire we made primary review on the writing metacognition of the sample pupils in the Primary School appendix to Qufu Normal University, Juancheng Shiyan Primary School and Juancheng No. 1 Primary School. The results showed:(1) There are 3 elements included in our country's primary school students' writing metacognitive ability: writing metacognitive controlling and monitoring and writing metacognitive experiencing, writing metacognitive knowledge and writing metacognitive strategy, writing metacognitive evaluation.(2) Our country's primary school students' writing metacognition develops along with the students' grades, that is with the students'upgrading, their writing metacognitive ability improves also.(3) Un-equilibrium shows among the 3 elements' developing of the writing metacognition. The main effect of the grade is very significant on the factor of writing metacognitive controlling and monitoring and writing metacognitive experiencing and the factor of writing metacognitive knowledge and writing metacognitive strategy while the gender main effect shows up on the factor of the writing metacognitive evaluation...