Research On Process Writing Teaching In Junior Middle School From The Perspective Of Cognitive Process Writing

As the mainstream theory of writing courses and teaching in Europe and America,"process writing" was mainly used in the field of English writing when it was introduced into China.The theoretical and applied research in the field of Chinese writing teaching is insufficent.The writing teaching in China is influenced by "article writing" and "result writing" theory which emphasizes the analysis and evaluation of writing achievements,and pays insufficient attention to the pre-writing and writing process.Cognitive process writing draws on the advantages of cognitive psychology and process writing theory,revealing dynamic thinking processes such as "planning before writing","translation in writing",and "review after writing".In order to break through the predicament of writing teaching and respond to the concerns and requirements of the new curriculum standard for writing process guidance,this paper uses cognitive process writing theory to propose corresponding guidance strategies and practical cases for teachers’ reference,so as to guide and improve the writing teaching in junior middle school.This paper mainly includes four parts:The first part mainly analyzes the plight and cause of the current writing teaching in Chinese junior middle school.Affected by the "article writing" teaching theory,view of test-oriented education and alienation of theory from practice,there exists many problems in writing teaching,such as the fragmentation of pre-writing instruction,the rigidity of teaching process model,the lacking of process evaluation and so on.The second part seeks methods to solve the problems of writing teaching in junior middle school.First of all,it analyzes the theoretical origin,representative model,and application value of cognitive process writing.The process writing teaching from the perspective of cognitive process writing can further fulfill the requirements of course standards and textbooks on writing process guidance,and provide theoretical basis for the development of process writing teaching.Secondly,this part discusses the inspirations of four basic elements of cognitive writing,namely,writer’s long-term memory,writing task environment,writing cognitive process,and post-writing dynamic review,on the guidance before writing,the creation of writing task situation,the guidance of writing process,and the evaluation of writing.The third part mainly studies the instructional strategies of process writing teaching in junior middle school.The complete process writing teaching includes three parts:pre-writing guidance,writing process guidance,and writing evaluation.Firstly,based on the characteristics of the writer’s long-term memory,the students should be guided to systematically accumulate and prepare the materials before writing.Secondly,based on students’ writing cognitive process,real writing task situation should be created to build a "bridge" for students to generate writing content.Finally,based on the characteristics of writing dynamic review,the evaluation criteria during and after writing are formulated to guide students to conduct diversified process writing evaluation and revision.The fourth part is a practical exploration of process writing teaching in junior middle school based on cognitive process writing theory.Based on the content of the third part,a basic implementation process of process writing teaching is further defined in this part Then,taking junior middle school expositorial writing as an example,this part designs and analyzes a complete teaching case of process writing from three aspects of pre-writing guidance,writing process guidance and post-writing evaluation,and conducts an investigation and reflection on the learning effect after practice for teachers’ reference.