The Empirical Research On Emotional Scafflod Of Primary School Teaching Of Writing

Students’emotional response to academic subject matter is important to learning behavior and achievement in teaching, and positive responses are helpful to learning. so, teachers or educators should invite students to engage in learning with positive emotion. Recently, there have been lots of researches on students’learning emotion, however, most of them were focus on theories and little of these research explored the problem of how to response to the emotional dimension of students in teaching.Based on past researches, the research pay attention to the field of primary school teaching of writing, investigating the type of emotional scaffold and testing its influence on writing achievement. The whole research is divided into three parts systematically, including exploration of the type and practical application of emotional scaffold. The first research is foundation, which make use of the way of Qualitative Research. We choose22primary school teachers as subjects, having interview with them and recording, the subject are required to talk about teaching experience and feeling of how to respond to students’writing emotion. Then, translating the recording into text and coding all texts with the method of Grounded Theory by software NVIVO8.0. Through coding, we find the main type of emotional scaffold in primary school teaching of writing. The second research is done with questionnaire, which is made by practical investigation and interview. The questionnaires are designed to show usage frequency of emotional scaffold and answered by80primary school teachers in Beijing, Hangzhou and Jiangxi. This research make clear of the emotional scaffold in primary school teaching through quantitative study. The third research explore the influence of emotional scaffold on writing achievement through teaching experiments. There are201grade four and six primary students from Hangzhou as subjects who take part in the experiments. The main conclusions of three researches are as follows:1. There are seven common emotional scaffolds, which are activities experience, metaphors, visual representations, positive reinforcement, reduce requirements, classroom communication, writing students’interests. Activities experience, metaphors and positive reinforcement are the typical representatives.2. The achievements of grade four are better than grade six with the influence of activities experience, while it is contrary to metaphors and the same to no emotional scaffold.3. Compare with the influence of activities experience, metaphors and no emotional scaffold, the achievement of grade four are best with the first emotional scaffold, and there is not significant differences between the latter two.4. There is not significant differences of grade six subjects’writing achievement between the influence of metaphors and no emotional scaffold, and the result is same to the activities experience and no emotional scaffold, but, compare with the influence of metaphors and activities experience, the former writing achievement are better than latter.