The Study On Instruction Intervention In The Process Of Writing Plan Of Middle School Students

Writing plan is a process in which a writer sets up needed ideas in his mind and retrieves them from long-term declarative memory to organize a written product according to the constraints of the assignment. It plays an important role in writing. Domestic researches on writing and planning have been mainly ability-oriented. So in classroom writing instructions have been to improve students' some abilities. However, overseas researches have been process-oriented at most, especially when cognitive psychology began to develop, which pay attention to analysis the process of planning. Flower and Hayes model (1980) was a typical model which divided planning into three distinct processes that were goal setting, generating ideas and organizing ideas.This research was just on the basis of above analysis about writing and planning both at home and abroad. It set up relative instruction intervention according to the overseas planning model from students' actual condition combining the domestic ability-oriented theory. In the stage of goal setting, teacher gave students text-schema. In the stage of generating ideas, teacher instructed students to generate lots of ideas by using brainstorm .At the last stage of organizing ideas, teacher supplied students with a planning sheet to select and organize appropriate ideas.In order to check the effect of this instructional intervention and find a scientific and efficient way to improve students planning ability, this research had a three-week instruction in which an experimental design was adopted to check the difference between experimental class and control class before and after test under the condition of natural instruction.It was showed:1. As a whole, experimental students' total scores was significant higher than before. At the same time, the students in control class were taught by normal instruction, whose scores is also different between before and later test. In later test, the scores of experimental class had no significant difference in statistics, but they were really different on average scores.