The Writing Strategy Knowledge Application Analysis In The Primary School Chinese Teaching

Writing teaching content is the key to improve Language writingteaching in Primary School, while the writing strategy is one of the mostimportant elements of the teaching of writing in Primary School. Writingstrategy is little concerned in Language curriculum standards, Masterand Doctor’s thesis research as well as classroom teaching research,which make more people only concerning about the teaching of thewriting knowledge, and ignoring the instruction of writing strategy in thecurrent teaching of writing.This paper studies on writing strategy which as writing teachingcontent. The study contains three aspects. First, tease out the writingstrategies in writing psychology research and foreign curriculumstandards. Second, select two representative magazines and excellentwriting lesson set, analyze the lessons, reveal the status of writingstrategy teaching in Primary School. Third, compare the writingstrategies that tease out with the status of writing strategy teaching inPrimary School, and make specific analysis combining with the relatedlessons.The paper consists of three parts：The first part is a fundamental part of the study, a total of twochapters: Chapter I, Introduction, including the issues raised, thecontent, purpose, meaning, method of the study, and the coreconcepts defined and thesis structure. Chapter II, the overview ofwriting strategy, including select writing strategies from psychologicalmaterial, summarize and analyze the writing strategy.The second part is the main part of the study, a total of twochapters: Chapter III, the analysis of the status of writing strategy inPrimary School. This contains three aspects：First, analyze writing strategyof the two magazines, make quantitative analysis of37lessons in "The Communication of Chinese Teaching" and "Chinese LanguageTeaching for Primary Schools". Second, analyze the writing strategy fromthe excellent writing lesson, make quantitative analysis of20lessons in"Excellent teachers’ teaching lessons Chinese Language for PrimarySchools". Third, make specific analysis of the status of writing strategyteaching, tease out the writing strategy that are mentioned in thelessons from two dimensions: teacher direct puts forward and thespecific writing strategy behavior which teacher mentions, and finallymake the qualitative analysis. Chapter IV, the contrast of research andthe teaching status in Primary School.The third part is the concluding part, which summaries the mainconclusions on the basis of the previous section discussed, and putsforward suggestions.This research possesses important theoretical and practicalsignificance on writing strategies teaching. It provides a basis for theformulation of curriculum standards and teaching objectives, and thedetermination of teaching content. It can contribute to the writingstrategy from tacit knowledge into explicit knowledge, so that teachersfocus on students writing psychological processes. Regard writingstrategy as the writing teaching content, it can work more effectively inthe students writing, and improve students writing level.