The Application Research On Schema Induction In The Eighth-Grade Expository Writing Teaching

The schema induction plays a key role in the migration of analogy. Meanwhile, writing essentially is the result of problem solving in the mind, to a great extent, which dependents on migration in reading. This study aims to apply the related research achievements of schema induction to eighth-grade students’ composition writing practice, in order to improve the effect of the writing teaching.In this research, subjects are eighth-grade students chosen from the second grade of junior middle school in Ji’an county. Three experiments are designed to support research : the first experiment is to research the presence of schema induction effects on eighth-grade expository writing scores. The students are guided to analogy the provided model by schema induction, and then complete the article writing about the theme. In Practice, schema induction is defined as thinking of how to summary the structure of the article, conception and language features. The second experiment aims to explore the effect of different ways of schema induction on eighth-grade expository writing. According to the different definition of schema induction, combined with some teaching methods of first-line teachers, three types of schema induction are defined, that is, tree diagram induction, brainstorming induction and gradual schema induction. The purpose is to compare the effect of three different types of schema induction on writing performance. Based on the results of the second experiment, In the last experiment, gradual schema induction is used to writing teaching in the experimental class, in contrast, conventional teaching means is used to writing teaching in the comparative class. The results show that:1. On the conception and structure, scores of the experimental group with schema induction is better than the group of no schema induction. But there is no significant difference in language score.2. The scores of gradual schema induction group is significantly higher than the tree diagram group, brainstorming group, and there are no significant differences between the tree diagram group and brainstorming group.3.On the dimension of conception, The scores of gradual schema induction group is significantly higher than the tree diagram group and brainstorming group. and there are no significant differences between the tree diagram group and brainstorming group.4.On the dimension of structure, there are no significant differences between gradual schema induction group and the tree diagram group. But The scores of the gradual schema induction group and the tree diagram group are significantly higher than the brainstorming group.5. On the dimension of language, there are no significant differences between gradual schema induction group and brainstorming group, But the scores of the gradual schema induction group and brainstorming group are significantly higher than the tree diagram group.6. Gradual schema induction teaching method is an effective teaching intervention model, and the scores of eighth-grade students’ expository writing can be improved through it.