A Study On The Paradigms Of Writing Curriculum

There have been serious problems and crises in the field of China's "Composition Teaching" for a long time. This is reflected not only at various levels such as curriculum,teaching materials, and teaching, but also in the writing knowledge of front-line teachers and scholars. Throughout our country, there exist such phenomena in writing teaching in primary and secondary schools as contents being mysterious, teaching methods outdated,evaluation too general, and writing teaching "neglect of duty". All these are essetially related to the outdated writing knowledge and the delayed production of knowledge.Viewing from the development of writing curriculum home and abroad,it roughly goes through three kinds of "paradigm shift":namely, from traditional "articles writng" before the sixties of last century to "the process writing" at the beginning of the seventies, and to the "communicative context writing" started and brewed in 1980s and 1990s. The three writing paradigms have given rise to a major change in the curriculum and teaching at the time.Unfortunately, the state of of writing curriculum knowledge in our country still remains in the "article writing" stage.Based on "the evolution of writing curriculum",this study will focus on a specific combing, demonstration and reconstruction of mankind's understanding for the writing, their respective knowledge elements, rationale, curriculum content, teaching strategy changes under the three major paradigms, and trying to build a new curriculum framework based on the integrated thinking.This study is divided into three parts, including six chapters, and develops according to a train of Introduction-Demonstration-Conclusions.The first chapter "Introduction to Writing curriculum knowledge," starting from the current predicament of writing teaching, follows the idea of "Teaching of Composition-Writing Curriculum-Curriculum Content-Writing Knowledge", and attributes the predicament step by step to "the staleness and lack of writing curriculum knowledge."Then the study summarizes the three paradigms of "writing curriculum knowledge." Then explanations are made in positioning of this study, dimensions, concepts, methods and content of the framework.Chapterâ…¡to Chapterâ…£,the part of demonstration,mainly follow the logic of writing curriculum development history. The research standpoints adopted in each chapter are different because of the actual state of curriculum knowledge. Because there exsist the most problems in "Article Writing",it adopts a perspective of "critical consideration"; as "process writing" has not been popularized in our country and there are misunderstandings to it, a perspective of "explanation and reflection" is adopted; as for "communicative context writing",because it is still "the emerging paradigm," there is no ready-made theories abroad,it adopts strategies of "theoretical framework construction and practical validation. The second chapter foucuses on the research of "Article Writing" paradigm. Firstly, it outlines the the development of writing curriculum content over hundred years in China;secondly, incorporated with current empirical study in the field of writing and the lateset achievements abroad,it separately examines the scientificalness and validity of the paradigm from linguistics, stylistics and phylology; finally, it deals with teaching strategies of "Article Writing",such as the effectiveness of "mutual borrowing of speaking and writing","combination of reading and writing",and "sample writing imitation".The third chapter covers the essence of the"process writing",writing modes, expert and novice authors study, the process writing strategies, and Chapter III of the "process writing" nature, writing models, expert and novice of research, the process,of writing strategies, the strengths and weaknesses of the "process writing" and the error in practice were discussed.Chapter IV is an important chapter of this paper where theoretical innovation lies. Since 1980s, with the rise and development of social cognitive psychology, constructivism,functional linguistics, communication studies, as well as the philosophy of intersubjectivity, a new "paradigm shift" was being brewed in the field of writing, namely,"Process Writing" and "Communicative writing".It is a currently emerging paradigm in writing. We put forward the concept of "communication-context writing",which thinks that discourse is a product of such communicative context elements including readers, writers, style, the purpose of writing object, etc. iteracting with each other; and the writing context, purpose and object determine the content of the article, style and language.In view of its school point of view, the theoretical basis, knowledge construction, and so on are still under exploration, we, in this chapter, conduct a comprehensive and systematic study on the origin of the theory, writing models, knowledge elements, and made new explanations to writing knowledge, such as: context, discourse,readers, authors, themes, language,etc. To some extent, this chapter has a perspective research and creativity to explore the nature of writing theories.The third part,consisting of Chapter 5 and Chapter 6, and as the final part of the paper, will discuss the integration and reconstruction of the aforementioned three writing paradigms of curriculum knowledge. It is the most important part of this study.Chapter V,firstly, it discusses the relationship between writing objectives and writing curriculum content; and then based on three kinds of writing paradigms, it builds a "three-dimensional writing content framework" with "knowledge as the dominant indicator of the essay,",the process knowledge as strategy path, and the communicative context writing knowledge as a mother ship",and tests its feasibility with cases. Then a writing model based on the integration of the three kinds of paradigms is proposed.At last,a "functional genre writing" concept is proposed from a functional linguistics perspective.Chapter VI is the conclusion as well as the most important chapter of the study. Tthis chapter will continue the reconstruction of the curriculum theme in the previous chapter. Firstly,the "Writing Strategy Instruction" will discuss.,then from a multidisciplinary perspective, this paper makes a prospect for the development trend of writing curriculum theories in the world, Finally, put forward some action suggestions on the development of the writing curriculum knowledge in our country.This study, which "incorporates breaking and establishment" and "integrates theory with practice", not only considers the tradition,restructure new knowledge and theories, but also carries out some "experimental lessons", "demonstration lesson" of writing based on the new paradigm in a way of action research.This is exactly the dual character that this study is committed to pursue, exploring new knowledge and serve the practice.