The Current Situation To Improve Students' Writing Ability

Based on the current situation of composition investigation in Pengshui Middle School,this paper tries to find out whether the application of metacognitive strategies is feasible and effective in composition teaching of senior high school.This study adopts the methods of literature review,investigation,case study and action research to understand the composition teaching in Pengshui Middle School and the composition teaching has been conducted under the guidance of Metacognition Theory in the classroom,so as to explore whether the Metacognition Theory can really improve students' writing ability.This paper focuses on the application of Metacognition Theory to senior high school composition teaching.The author has conducted experiments in two classes.The first step is to teach metacognitive theoretical knowledge,and cultivate students' metacognitive awareness so that they have mastered some relevant metacognitive knowledge.Then in the specific aspects of composition teaching,such as topic exploring,conception and revision,the learning of relevant metacognitive knowledge has further been strengthened,so as to enrich the metacognitive experience of students' writing.After nearly one school year's experimental activities of using Metacognition Theory to guide composition teaching,and through quantitative and qualitative analysis,the conclusion is that students' enthusiasm for writing has been activated,and the writing ability has been improved,which proves that using metacognition strategies in the process of writing teaching can effectively improve students' writing ability.Finally,it summarizes and reflects on this study,and points out the direction of the next step.