A Study On The Training Methods And Effectiveness Of English Writing Strategies In Rural Junior Middle Schools

English writing is a very important part of English learning,which reflects the comprehensive ability of using language.The author teaches in Hailun Gonghe Town Middle School,which is a rural middle school whose English writing teaching hours are few.Students are not enthusiastic about English writing,their writing ability is poor,and their writing grades are generally low.The writer tries to apply English writing strategies to the teaching of English writing and to verify whether this method can improve students' English writing ability and writing level and further stimulate students' interest in learning.This study aims to explore the effectiveness of writing strategy training in English writing teaching in rural junior middle schools by using experimental research methods.This study focuses on the training of three writing strategies: meta cognitive strategy,conceptual organizational strategy and linguistic approach,focusing on the following three questions.Firstly,how to train writing strategies of English writing teaching in rural middle school ? Secondly,the writer wants to know whether English writing strategy training can improve students' English writing grades.Thirdly,the writer wants to know whether Strategic Training of Students' English Writing can stimulate students' interest in English writing learning.The experiment lasts four and a half months and is divided into two periods.The first period lasted two months;the second period lasted two and a half months.During the experiment,the author mainly uses three research methods: test method,questionnaire survey method and observation method.Before,during and after the experiment,the teacher chooses appropriate English writing materials to conduct three writing tests on the students.The test method is mainly used to understand students' writing problems and to test the effect of the experiment.During the experiment,the students' writing attitude and writing level are understood according to the corresponding observation scale.The observation method runs through the whole teaching experiment and constantly adjusts and improves the teaching experiment according to the observation situation.At the end of the experiment,a questionnaire survey is a questionnaire and application of the three writing strategies in the process,in order to further verify the experimental results.Then,according to the experimental data and survey results,the author carries out statistical comparative analysis,launches in-depth analysis and draws conclusions.The results show that the experiment has reached the expected results after the author trained the students of Class 1,Grade 8 of Gonghe Town Middle School in Hailun.Firstly,students' attitudes towards English writing have gradually changed from fear and boredom to positive and willing writing.The vast majority of students are willing to take the initiative to discuss writing with teachers,and can actively cooperate with teachers' writing teaching and conscientiously complete writing tasks.Secondly,most of the students can use relevant writing strategies more skillfully.Thirdly,students' English writing level has been generally improved and their writing ability has been improved in some way.