The Application Characteristics And Intervention Of Junior Middle School Students' Narrative Writing Strategies

The writing teaching is the most basic and difficult task of chinese teaching in the middle school. Narrative is an important type of writing, undoubtedly, both the theoretical development of learning strategies and practical level of writing education could benefit from the studies on the junior middle school in their narrative writing strategies.On the basis of environment in domestic and international related research about learning strategies and writing, this research initially established one questionnaire about junior middle school students'narrative writing strategies by literature analysis, individual, and analyzed the structure of these questionnaires by Project analysis, Exploratory factor analysis, Confirmatory factor analysis. Based on the survey of whole condition of junior middle school students'narrative writing strategies, we carried out intervention on the junior middle school students'modification strategies of writing.The following results were obtained:1. The final scale of narrative writing strategies questionnaire included 19 items, including 5 dimensions: analysis strategies, outline strategies, finish strategies, revising strategies and select strategies. The questionnaire had high reliability and validity.2. Junior middle school students'narrative writing strategies was on a middle level except for revising strategies.3.There was significant grade difference in the use of narrative writing strategies for junior middle school students. Grade 2 was higher than Grade 1and Grade 3; Grade 3 was higher than Grade 1 about analysis strategies, finish strategies, select strategies.4. There was significant difference in the use of analysis strategies and finish strategies of junior middle school students from different genders. Girls were higher than boys.5. Junior-middle-school students'narrative writing strategies was significant predictor for the writing result, especially revising strategies.6. There was significant difference in revising strategies and writing strategies both control class and experimental class after the training of revising strategies. Experimental class was higher than control class. This proved the training of revising strategies was validity.