A Study On Primary School Students Writing Cognitive Process

Writing is a complex mental motivation which is affected by cognitive process, takes an important position in daily life. This research started from the point of writing cognitive process, together with reviewing related theories and empirical study, aim to discuss primary school students writing cognitive process.The research is a combination of qualitative and quantitative study. The think-aloud protocol and retrospective interview were employed to collect the data for construction of the model, together with semi-framework interview and questionnaire of cognition in writing.The data were tested and analyzed through exploratory factor analysis and confirmatory factor analysis in the purpose of testing the writing cognition model of pupils. The results are as follows,(1) Through qualitative research it is found that pupils cognitive process model system including clarifying theme, producing thought, and expression, review, and revision five dimensions. Clarifying theme is manifested as reading tips and requirements, content explanation. Producing thought is manifested as thinking of prior knowledge, selecting the event, recalling the event occurred, repeatedly extraction, narration, association, the narrative arrangement, self-inquiry and pause. Expression is manifested as correspondence between oral and writing, fewer words in writing, words change in writing, words increase when writing. Review is manifested as reading repeatedly the entire article, repeat reading preamble. Corrections is manifested as replacing new words, correcting wrong character, adding words, phrases and sentences,taking out words and rewriting punctuation.(2) The "primary school students writing cognitive process questionnaire" is based on the theoretical model from qualitative research, combined with semi-structured interviews, through exploratory factor analysis, pupils writing cognitive process questionnaire structure was constructed.The questionnaire was composed with28items, including clarifying theme, producing thought, expression, reviewing, and revision five elements which are correspondence with the qualitative research results and has proved multi-dimensional structure based on the model of primary school students writing cognitive process. All the indexes of questionnaire reliability analysis and validity inspection are well enough which indicates this questionnaire can be used as a tool to test primary school students writing cognitive process.(3) Confirmatory factor analysis of the formal questionnaire proved that the fitting indexes are ideal and statistical results are in accordance with theoretical expectations which further proved the five dimensions based on exploratory factor analysis and the validity of primary school students writing model.