Research On The Present Situation And Countermeasures Of The Fifth Grade Writing Teaching In Xinjiang J Primary School Based On The Framework Teaching Theory

In the promotion of quality education and examination-oriented education parallel development today, teaching students writing development is worrying。Student writing adult and has a tendency to stereotype development, empty false statements abound, many teachers to allow students to meet the test, get a high score, some students writing templates and framework, students only need to be able to apply get a high score。This teaching model step by step, so that teaching students to become passive recipients, can not give full play to the initiative, boring classrooms, students’ writing uninterested. Students want to get high scores, discarding their true feelings, writing also unrealistic unique advantages scaffolding instruction, just have the conditions to solve the above problems.First, the introduction section to ask questions, learn from and refer to domestic and foreign scholars to explore and research on the teaching of the stent, the stent and stent teaching core ideas were discussed and determined, and based on the analysis of the characteristics of teaching and scaffolding its core content; then discusses the research content and methods described herein, as well as significance.Secondly, the author selected Changji City J primary school, using observation of the students’ Chinese writing fifth grade classroom performance conditions were observed and measured students and teachers conducted a survey. Primary investigation showed that the current problems in the teaching of writing:such as students can not properly express their thoughts and feelings, attitudes toward writing not correct, writing unrealistic, impractical statements frequent teachers’ teaching accomplishment is not high, the level of expertise is not enough and teacher before class not to provide students with writing help can not help students analyze writing angle.The reason for the above problem occurs again been explored, the students are learning the dominant position of the main aspects of high school students is lost, usually can not develop a good life observation, and reading habits; For teachers mainly teaching methods and educational philosophy behind, few students before class to provide teaching assistance, single composition evaluation mode, and can not mobilize the students’interest.Finally, the above problems, the author analyzes the necessity of using the composition teaching elementary school language teaching theory scaffolding and theory in primary school language teaching of writing:1. Import Situation and clear assignments theme; 2 creation of scenarios to guide students, into the state; 3 independent inquiry, enhance students ’dominant position; 4. cooperative learning, strengthen teacher-student interaction; 5. evaluation of feedback students’ writing skills. And based on the five-step instructional scaffolding designed lesson plans.The conclusion is a summary of the full text and summarized, the article also pointed out the deficiencies and limitations.