The Teaching Strategies Of Writing For Secondary School Teachers: Constituent Elements,Applied Characteristics And Prediction

Teaching strategy of writing refers to a set of specific, practical teaching methods and steps of writing used by teachers to achieve teaching goal or plan of writing. At present, the measurement tool of the teaching strategy of writing for the secondary school teachers at home and abroad is less, and it lacks systemic induce for dimension contained by the teaching strategy of writing for the secondary school teachers. Secondly, it also lacks systemic description for applied characteristics of the teaching strategy of writing for the secondary school teachers at home and abroad, so the applied characteristic is not clear. In addition, foreign countries have begun to pay attention to the prediction of teaching strategy of writing on the writing performance, and the writing performance prediction for middle school students at home from the individual teaching strategies of writing, and it lacks the systemic prediction for the middle school student.We use the method of interview, questionnaire and factor analysis with 3556 middle school students and 178 middle school teachers of Chinese as a subject, in order to compile the teaching strategies of writing for secondary school teachers questionnaire, so as to determine the composition of the contents and the dimensions of the teaching strategies of writing for secondary school teachers questionnaire. At the same time, we also want to prove the predictive effect of the teaching strategy of writing on middle school students’ writing performance.The research obtains the following conclusion.(1)The teaching strategies of writing for secondary school teachers includes practice strategy, imitative writing strategy, accumulated strategy, encourage strategy, guidance strategy, including 20 items. Self-compile the teaching strategies of writing for secondary school teachers questionnaire reached key indicators of the surveying, which is an effective tool to measure secondary school teachers’ writing teaching strategies.(2)The frequency of use of 5 dimensions of the teaching strategies of writing for secondary school teachers from high to low ranking as follows: encourage strategy, guidance strategy, accumulated strategy, imitative writing strategy and practice strategy, in addition to encourage strategy and guidance strategy, the difference between the rest of the strategy were extremely significant.The respective project using frequency of 5 dimensions of the teaching strategies of writing for secondary school teachers from high to low ranking as follows, and practical strategies which include classroom lectures strategy, recitation contest strategy, idioms solitaire strategy, and encouraging students to createoriginal works strategy and contribution strategy; Imitative strategies include sentences imitation strategy, paragraphs imitation strategy, situation imitation strategy, essay and writing methods imitation strategy; Accumulation Strategies include requiring students to extracurricular reading strategy, reciting sentences, paragraphs and articles strategy, writing diary, weekly strategy or book review strategy, and encouraging students to keep records of what happened around himself strategy; Encourage strategies include encouraging and praising students’ works strategy, excellent essay writing exhibition strategy and sharing beautiful sentences to the class strategy; Instructional strategies include requiring students to pay attention to moderation before writing strategy, writing clearly content and requirements, guiding students to think and discuss writing strategy and making an outline and writing drafts strategy, in addition to encouraging and praising students’ works strategy and sharing beautiful sentences to the class strategy, the difference between the rest of the project from dimensions were significant.(3)In addition to guidance strategy, the difference in frequency of the use of the rest of the strategy in the teaching grade are extremely significant. The difference between grade 2 and grade 3 of senior middle school and grade 1 and grade 2 of junior middle school, grade 3 of junior school, grade 1 of senior school both groups are significant in the frequency of use of the accumulated strategy, and the former is lower than the latter.The difference between grade 2 and grade 3 of senior middle school and grade 1 and grade 2 of junior middle school was significant in the frequency of use of the imitative writing strategy, and the former is lower than the latter.(4)In addition to encourage strategy and guidance strategy, the difference in frequency of the use of the rest of the strategy in the title are significant. The difference between the primary title and the senior professional title, the secondary title both groups is significant in the frequency of use of the imitative writing strategy and the accumulated strategy, and the former is higher than the latter.(5)In addition to accumulated strategy, the difference in frequency of the use of the rest of the strategy in the school region are significant, and the teacher from city is higher than the teacher from the villages and towns.(6)The difference in frequency of the use of each dimension in the gender are significant, and the female is higher than male.(7)At the junior middle school stage, there is significantly and positively correlated between writing performance and writing teaching overall strategies, practice strategy, imitative writing strategy, accumulated strategy, encourage strategy, guidance strategy, and the general correlation coefficient is 0.411. At the senior middle school stage, except the guidance strategy, writing teaching overall strategies and other four strategies is significantly and positively correlated, and the general correlation coefficient is 0.346.(8)At the junior middle school stage, writing teaching overall strategies, practice strategy and accumulated strategy had significant effects on writing performance. In sub strategies of each strategy dimension, personalized writing strategy and speech strategy of the practice strategy and the extracurricular reading strategy and keep records of what happened around himself strategy of the accumulated strategies had significant effects on writing performance. At the senior middle school stage, writing teaching overall strategies and practice strategy had significant effects on writing performance. In the concrete sub strategies, idioms solitaire game strategy of the practice strategy had significant effects on writing performance.