A Study On The Current Status And Influencing Factors Of Primary School Students' Chinese Cooperative Writing Abilit

The ability of cooperative writing refers to the ability of two or more students to cooperate in writing compositions,that is,the ability of students to actively and effectively complete the basic links of cooperative writing,such as setting topics,discussing the outline of compositions,conceiving compositions,exchanging and correcting compositions with peers,and cooperating in revising and commenting,and the ability to help each other with peers,and effectively deal with conflicts and contradictions in the process of cooperative writing.Some studies have shown that the improvement of primary school students’ cooperative writing ability is of great benefit to the improvement of primary school students’ composition performance,the stimulation of students’ writing interest and self-confidence,and the correction of their writing attitude.At present,domestic scholars have little research on the cooperative writing ability of primary school students’ mother tongue,so it is necessary to carry out research around the topic of cooperative writing ability of primary school students.The three research questions of this paper are: What is the overall situation of primary school students’ writing Chinese cooperative writing ability? Is there any correlation between cooperative writing ability and writing cognition,writing behavior,writing self-efficacy and controlled writing motivation?How to improve pupils’ cooperative writing ability?This study mainly adopts questionnaire and interview methods.In the questionnaire survey,the subjects of this study are 1600 primary school students from grade 3 to grade 5.The two questionnaires,the Questionnaire on the Status Quo of Primary School Students’ Chinese Cooperative Writing Ability and the Questionnaire on the Influencing Factors of Primary School Students’ Cooperative Writing Ability,are used to investigate the overall situation of primary school students’ Chinese cooperative writing ability.The Questionnaire on Influencing Factors of Primary School Students’ Cooperative Writing Ability includes the following four dimensions:writing cognition,writing behavior,writing self-efficacy,and controlled writing motivation.Through the use of these two questionnaires,the author analyzed the overall situation of primary school students’ Chinese cooperative writing ability from grade three to grade five and the relationship between primary school students’ cooperative writing ability and writing cognition,writing behavior,writing self-efficacy,and controlled writing motivation,providing more valuable reference for the author to propose teaching methods to improve primary school students’ Chinese cooperative writing ability.In addition,this study used the interview method to interview 15 primary school students and 5 primary school teachers in Shanghai,in order to deeply understand the current situation of cooperative writing ability and its influencing factors,so as to find out the real reason behind the research conclusion,and put forward more targeted teaching suggestions to cultivate cooperative writing ability of primary school students.This study uses SPSS 23.0 to sort out and analyze the data.The research conclusions are as follows: First,the Chinese cooperative writing ability of middle and senior grade pupils is at a good level as a whole;There is no significant grade difference in the cooperative writing ability of middle and high grade pupils;The cooperative writing ability of girls in middle and senior grades of primary school is stronger than that of boys;The cooperative writing ability of students with good writing performance is stronger than that of students with poor writing performance;Secondly,on the influencing factors of primary school students’ cooperative writing ability,this study found that primary school students’ cooperative writing ability was significantly positively correlated with writing cognition,writing behavior,writing self-efficacy and controlled writing motivation.In addition,there are various mechanisms among the different influencing factors of cooperative writing ability.Writing self-efficacy plays an intermediary role between writing cognition and cooperative writing ability,and controlled writing motivation can adjust the role of writing cognition on writing self-efficacy.This study also conducted interviews with students and teachers in order to better understand the situation of students’ cooperative writing and put forward more targeted teaching suggestions for cooperative writing.According to the questionnaire and interview results,the author puts forward the following six teaching suggestions to cultivate the cooperative writing ability of primary school students: guide primary school students to understand the relevant knowledge of cooperative writing;Guide pupils to learn various writing skills;Improve pupils’ confidence in writing;Stimulate pupils’ writing motivation;Create a good classroom cooperation atmosphere;Promote pupils to form good interpersonal relationships with their peers.