The Development And Utilization Of The Resources Of The Experiential Situation In Primary Schools

The composition teaching in thetraditional Chinese class is an indispensable part for the students who have not yet fully started. Students’ deficiency of systematic comprehension and study at the beginning stage makes them incapable of getting the approach of writing. Besides, owing to the factors of being at a young age and lacking profound introspection towards life and life experience, students always trap in the dilemma of “no rice to cook” and feel like besetting with great difficulties. It is possible that they own wonderful imagination. However, the problem which cannot be overlooked is that only owning rich imagination cannot make students do good writings all the time. Therefore, the approach of situational composition teaching in experience on account of the concepts of “situation promotes experience and experience inspires sentiments” becomes the scientific and efficient strategy in Chinese composition teaching.The exploitationand utilization of composition resources is one of the essential ways to promotethe development of the situational composition teaching in experience. The author of this essay has realized the problems which exist in Chinese composition teaching for a long time. In order to deepen students’ emotional experience and to help them obtain their emotion-expressing abilities,she tries to analyse her ideasin a setting of fundamental reform in composition teaching through combining her years of composition teaching practice with the theories as well asby starting from writingresources’ exploitation and utilization.In this esaay, the penman does her analysis from the following sections:Section one, which includes two chapters, is the basic research. The first chapter is the introduction. It mainly introduces the reasons, the purposes, the significance and the study methods of this research. What’s more, statuses about exploration and utilization of composition teaching at home and abroad are deeply analysed. The second chapter is about literature review. It elabrates relating conceptions of curriculum resources on account of education theories. It also illustrates the prerequisite and the essence of how to develop and use composition teaching materials.Section two, which has three chapters and aims at applied study, is the core of this essay. Chapter three, in the dimensions of Chinese-class and non Chinese-class,refers to the development and usage of composition resources. In chapter four, this kind of develooment andutilization relates to experience in practical life. It digs students’ resources of emotional experience at school and out of the school by combining examples with teaching theories. Besides, through immediate feedbacks and regular recollections, the resources are efficiently used. Chapter five is about at and after class experience in appreciative reading. The purpose of exploiting and using reading materials will be achieved by the "reading promotes writing" approach at class and effective instructions after class.Section three is the conclusion in which the writer shows her main results and some achievements as well as some shortcomings on the basis of the former analyses.