The Strategy Of Researching Communicative Pictures Into Words

According to the our Language Curriculum Standards, the first age of learning(Grade One and Two) should focus on writing to express. The aims are described as, interested in writing, writing what one wants to say, writing things in imagination and writing one’s recognition and reflection on things around. The writing in the lower grades is the foundation of one’s future writing and plays an important role in one’s learning writing in higher grades.In order to implement the Language Curriculum Standards on the teaching of lower grades writing, and to improve students’communication, language expression and imagination, this article is written to explore effective ways of teaching of lower grades writing under the new curriculum ideas, develop some more detailed systematic and operable teaching strategies and to provide a reference for the teaching practice in primary grades writing.This article is divided into six parts:Part Ⅰ:Basic theoretical research and Teaching problem analysis on picture writingThis part is to define writing and picture writing, differentiate writing from talking and also to analyze the meaning and purpose of picture writing and the problems in the teaching.Part Ⅱ:The merge and development of communicative picture writingThis part contains four parts, including what is communicative picture writing, the reasons why communicative picture wiring is proposed, the theoretical basis of communicative picture writing and its development.Part Ⅲ:the communicative Figure write, The strategy on selecting materials for picture writing.This part consists of two aspects:First, the principles of selecting materials for picture writing, namely, the principle of autonomy, the principle of life, the principle of pluralism and the principle of interests. Second is about the scope of the choice for the materials, from textbooks, extracurricular reading, and the students’real lifel.Part Ⅳ:The classroom operation strategy on communicative picture writingThis part includes two aspects:First, the classroom operating principle of communicative picture writing, namely the principle of providing multi-angle thinking to write, the principle of giving full play to students’imagination, the principle of communication in all aspects and the principle to encourage students’characteristic expressing. Second is the classroom operational processes of communicative picture writing, including the four areas: communicating with teacher-with picture-with their peers-and with the text. Part Ⅴ:The teaching evaluation strategy of communicative picture writing This part has two aspects, namely the principals and means. The three principals are promptness, being encouraging and being personalized. The means include the variety of evaluation subject, the variety of evaluation criteria and the multi-dimension of evaluation forms.Part VI:The teaching examples of communicative picture writing and effect analysis This part analyzes the effect this study has reached in two means, the teaching Record and student work.This study, based on practice, tries to raise some teaching suggestions, and strives to play a role in enhancing students’ comprehensive language literacy, and to provide effective guidance for the lower primary language teaching.