Situational Primary School Composition Teaching

Composition teaching is an important and difficulty part in Chinese Teaching.Over the years, students encounter a lot of writing problems, Such as the lack ofinterest in writing, fear of writing, and found nothing to write. These problemsbecome difficult to solve and also deeply allow teachers feel a headache. Situationalcomposition can inspire students and trigger students interest in writing, so thatstudents have a wealth of feelings, arouses the students desire to express, writeexcellent composition. In the1980s, Li Jilin’s "situational teaching" theory, based onthe Chinese traditional artistic conception theory, proposed to use rich context inChinese Language Teaching. Since the1990s, the gradual rise of Situated Cognitionand Learning theory, marking a learning theory of a new era, and gradually becamethe mainstream of research in the field of learning theory.This article based on the Li Jilin’s "situational teaching" theory, and Combinedwith Situated Cognition and Learning theory as well as Constructivism LearningTheory, divided the Situational writing in Primary Schools into three strategies：teaching preparation, teaching practice and teaching evaluation. The dissertationconsists of six chapters.The first and second chapter outlines the background of the primary situationalcomposition teaching strategy study, analysis of the current situation of in PrimarySchools.The third chapter discusses the primary situational teaching writing preparationstrategy. Situational composition of teaching objectives and tasks of the teaching taskanalysis based on the primary language curriculum standards and student learningsituation. When the choice of the type of primary situational composition teachingsituation, you should consider the characteristics of the composition teaching task,the development of students psychological characteristics, the conditions of theteachers as well as the objective material conditions and other factors.The fourth chapter discusses the implementation strategy of the situationalteaching writing in primary schools. Use a variety of ways to show situations to "true" base on "Fun"-oriented, the pursuit of "beauty","thinking" as the core strategycreation. Guide policy into situations, pay attention to guiding observation, inspiredimagination and arouse our emotions. Mind mapping idea conception, provide ascaffold to promote the integration of "Words" and "meaning". To provide studentswith an effective writing situation, to enable students to integrate into situations tostimulate inner feelings, do have something to say.The fifth chapter discusses the composition teaching evaluation strategy ofprimary school context. Note combination of cognitive the evaluation and emotionalevaluation of the strategy, formation evaluation and summative assessmentstrategies, student self-assessment and teachers’ reviews combination strategy.Teacher evaluation essay situational teaching, giving students a timely and effectivefeedback to stimulate the enthusiasm of the students work for making modificationsto improve writing skills.Chapter six sums up situational composition teaching strategy in Primary school,and looks forward direction of development.This study emphasizes the systematic and applications, provide case studies inthe analysis strategy. Want to study composition scenario for the majority of primaryschool language teachers teaching practical reference and guidance, improve thelevel of effective teaching in primary school essay, to enrich composition teachingtheory.