Application Of Knowledge Classification Theory In The Cultivation Of Narrative Writing And Description Ability In Junior Middle School

The writing style of junior high school students is mainly narrative,the main way of expression of narrative is narrative and description,but the overall low description ability of students,so it is very important to cultivate the description ability of junior high school students narrative writing.The existing literature on descriptive writing of narrative usually points out the problems existing in students' descriptive writing and then puts forward teaching strategies based on the problems.Few researchers analyze the current situation of students' descriptive ability and construct effective strategies to cultivate students' descriptive ability.On the basis of existing research,this paper uses knowledge classification theory to guide the cultivation of narrative writing and description ability of junior high school students.In cognitive psychology,knowledge is divided into three categories: declarative,procedural and strategic.Declarative knowledge is knowledge that can be expressed in words;Procedural knowledge is a set of steps to do things;Strategic knowledge is knowledge used to monitor and regulate cognitive processes.Western psychology distinguishes two concepts of ability.One concept holds that ability is the knowledge and skills acquired by students,and this ability is the ability as a result of learning.Another concept asserts that competence is the relatively stable psychological characteristics of an individual's personality as a result of development.The ability of students cultivated in teaching refers to the former ability.Based on the knowledge view of cognitive psychology and the concept of ability as a result of learning,it is necessary for students to master the descriptive,procedural and strategic knowledge of description and repeatedly apply and practice the procedural and strategic knowledge of description to transform it into skills to cultivate students' descriptive ability.Therefore,this paper implements the improvement of students' descriptive ability to grasp and use three kinds of descriptive knowledge,aiming to let students acquire descriptive knowledge and skills,so that the cultivation of ability visualization,easy operation.This study is divided into five parts.The first part is the introduction,which introduces the origin and necessity of the research,expounds the purpose and significance of the research,summarizes the relevant researches on the theory of knowledge classification,narrative writing in junior high school,narrative writing in junior high school and the application of knowledge classification theory in the cultivation of narrative writing and description ability in junior high school,and defines the core concepts.This paper expounds the research ideas and methods,innovation and deficiency of the research.The second part describes the theoretical basis of this research,including knowledge classification theory,knowledge classification learning theory,knowledge classification teaching theory and ability view theory.The third part analyzes the current situation and causes of students' descriptive ability by studying students' narrative composition cases.The fourth part constructs strategies to cultivate students' descriptive ability according to the theory of knowledge classification and the concept of ability as learning result,including guiding students to master descriptive declarative knowledge;Guide the students to practice repeatedly to transform descriptive procedural knowledge into descriptive skills;Train students to use descriptive strategic knowledge and improve descriptive introspection cognitive skills;Set up descriptive activities for students to carry out overall practice,comprehensively improve the students' descriptive ability of four aspects of strategy.The last part carries on the teaching practice according to the knowledge classification learning theory and the teaching theory as well as the constructed strategy design descriptive teaching design,and carries on the overall analysis and the partial analysis to the practice result,draws the conclusion that the descriptive teaching guided by the knowledge classification theory is more effective than the conventional descriptive teaching.