Research On Self-writing Of Sixth Grade Primary School Students

Self-regulated writing skills are essential to individual learning and work.And,the Compulsory Education Chinese Curriculum Standard(2011)also clearly put forward the requirements of the students' ability of self-regulated writing.However,the ability of self-regulated writing of sixth grade students in elementary school is unqualified to the requirement of the curriculum standard.The sixth grade of primary school is a important period for cultivating students' self-regulated writing ability.It is also necessary to supplement the research of self-regulated writing of sixth grade students.The respondents are students of the sixth grade students of five schools in Shandong(three schools)and He'nan(two schools).The questionnaire and interview method were used to explore the overall performance of the sixth grade students' self-regulated writing level.The study based on the study of self-regulated learning of Zimmerman and Pang Weiguo to design the questionnaire.Its reliability equals 0.890.There were distributed784 questionnaires.Four teachers and nine students were interviewed.Two types of research data were validated by triangulation to ensure the reliability and validity of the questionnaire.In this paper,some issues have been discussed:What is the current level of self-regulated writing in the sixth grade primary school overall performance;What is the participation of the sixth grade students in writing metacognition,writing motivation,and writing behavior;Is there a gender difference and inter-school difference between students' self-regulated writing ability;What is the relationship among the writing metacognition,writing motivation and writing behavior.The study found that: The overall level of self-regulated writing of sixth grade students is at a general level;Students have the higher motivation to write;There is a positive correlation among writing metacognition,writing motivation and writing behavior;There is a significant gender difference in students' self-regulated writing levels,and the girls' self-regulated writing level is better than that of boys;Writing metacognition,writing motivation and writing behavior participation gender differences are significant,and the girls in the three latitudes of the degree of participation are higher than boys;Students with self-regulated writing level differs significantly in school.Based on this study,this paper puts forward some suggestions to help students improve their ability of self-regulated writing.