The Research And Practice Of Primary School Theme-Writing Education Based On Web-Blog

With the formulation and evolution of new teaching models, as a primary school teacher, the author in person experienced and perceived many difficulties in implementing the primary school Chinese curriculum structural re-programming and reform in elementary Chinese education. The Chinese Writing, as the core course of Chinese education which account for a great proportion and importance, currently is in a very difficult situation.In view of this situation, the new curriculum reform brings forward many new concepts and strategies, and correspondent countermeasure, puts focus on self creativity, self-determination and self-distinction. Among those as a new form of the Chinese writing, the theme-writing had an almost exclusively favorable introduction into the practice and has already been widely applied, accepted by teachers and students thanks to its flexibility on selecting the theme and perspective, free writing style etc. In the meantime, the overwhelming prevalence of web blog also contributed to its emergence, and offers immense spaces for further development on Chinese writing teaching reform.The objective of this paper, therefore, is to expand understanding of the web blog writing and Chinese writing within a teaching environment of methodological change, identify and summarize the benefits and implications derived from the blog writing implementation surveys. After analyzing the empirical research findings and summarizing both the benefits and pitfalls from web blog writing implementation as compared with other traditional methods, the author seeks to construct a new teaching model incorporating the web-log writing into traditional Chinese writing. The author firmly believes it is a powerful tool, a innovative and dynamic approach that bring life to class and enables the students exposed in the target language to communicate during which learners'further need will be activated and the intrinsic power will be started and as a result will enable them to be autonomy learners, and release students from the tedious homework for the life-long overall development.Teacher has the duty to find different entry points to promote students to understand and acquire writing skills according to curriculum characteristics and students'interest, based on practical teaching experience, the author explored and built the following teaching models:â… .Create the scene and role-play, stimulate the learning motive;â…¡.Analyze the topic, explicate the train of thought;â…¢.Inspire the imagination;â…£.Communicate and co-operate with others, but write independently;â…¤.Publicize the writing, for open review ,discussion and comment; â…¥.Expand and reinforce the understanding.The empirical evidence revealed that the application of above 6-step teaching model effectively guides the teacher to choose suitable way to fulfill the assignment in order to give every student a chance to understand writing skills through using his/her some kind of intelligence developed much better, effectively stimulates the interest of learning of the students, and as a result, the acquisition of the target language skill is reached through various inter-reaction and this inter-reaction is realized via long-distance correspondence & resources sharing, and finally lead to the"self-regulated learning"and"learning by doing". In addition to the provision of a vehicle for sharing with others, the bog-writing can also reflect the learning curve of the different stages of studying, and self-reflection as well as knowledge building of each student.Surely at this preliminary stage, for this newly emerged web-blog-based teaching model to be succeeded, there is still a long way to go. It is a systematic project that needs to be further developed and innovated to make it adapt to the changes, get on the right track of fast lane.