Teaching And Research "support Questions" Elementary Composition

For recent decades, the primary school language teaching had been made a lotof reform attempts in theory and practice and some successes had been gained,especially in teaching methods for active exploring and summarizing. Through theinvestigation, it was found that the writing was difficult to teach and write, which isstill a main plaguing problems in the current primary school language teaching. Inthis paper, the “scaffolding problem” of primary school language teaching had beenresearched from the perspective practical problems of solving primary schoollanguage teaching. There are laws to abide by and follow for teachers engaged inteaching writing. This study is based on the problem of teaching theory andscaffolding instruction to summarize the experience for teachers in writing teachingpractice and targeted to solve the difficulties in the primary school compositionprocess, which could make the teachers relax and the students write happily.Based on the above understanding, the main purpose and mission in this studywere identified as: the effective teaching strategies and approaches in primary schoollanguage were explored through teaching practice research. This article was dividedinto three parts and six chapters.The first part was the first chapter of this article, which was focusing on theanswer "Why to study the primary school composition teaching ", and aimed atclarifying the " scaffolding problem " of composition teaching to improve thenecessity and possibility for teachers teaching and students writing skills by theimplementation of the curriculum process of the prominent reflection problem ofprimary and secondary schools composition. This research found that most of ChinasPrimary School Composition classroom is the unsystematic random teaching status,the students overall writing level is still not optimistic. For these reasons, theeffective classroom teaching methods should be explored to become one of the mostimportant tasks of the elementary composition teaching.The second part of the study was the second and third chapters, which wasfocusing on the answer "how to start the composition teaching of “scaffolding problem” and standing to emphasize from the practical level, expand the study ofteaching practice, and explore effective teaching strategies and pathway for theteaching of “scaffolding problem”. First, because of the composition of "scaffoldingproblem" was applied largely in practice, but studied rarely. The second chapter ofthe study was the main concepts of the article "scaffolding problem", the "scaffoldingproblem" teaching concept had been defined, and the teaching functions andfeatures of composition "scaffolding problem" had been described to lay thefoundation of exploring the composition "scaffolding problem" teaching strategies inthe third chapter of this study. Secondly, the application of teaching strategies ofcomposition “scaffolding problem” had been explored in the third chapter of thissection, there were many innovations in this section, for example, the "scaffoldingproblem" design template had been designed in the first section design method of"scaffolding problem ", which had been provided with a great convenience for theactual operation of teachers and strong operations. In addition, for emphasizing onthe three educational taches of "scaffolding problem" in this chapter of threesections: import, exploration and works show had been designed, and the forms hadbeen used to specify. The fourth section provided the application strategy forteachers to use the "scaffolding problem" in the teaching and writing. Theapplication strategies were:(1) Base on exploring the problems to stimulate thestudent interest in writing.(2) Creating problem situation to build an effective"scaffolding problem".(3) Specific to "scaffolding problem" to provide the gradientmultivariate perception material.The third part is the fifth and sixth chapter of this article, which was focusing onthe function validity of testing the composition "scaffolding problem", intended toconfirm that composition "scaffolding problem" teaching had a significant effect toimprove the standard of teaching to promote teacher and the level of student writing.In this part, through the comparative study of composition teaching practice, theflexible use of composition “scaffolding problem” teaching had improved the primaryschool language teaching and enhanced the composition level of primary schoolstudents. A valuable breakthrough had been found for primary school language teachingreform in this study, some effective strategies and approaches had been explored andsummarized. The result of this study will help to contribute to actualize the conceptof the new curriculum in primary school language teaching, to promote the changeof composition teaching methods of teachers and students writing learning style andto improve the writing skills of primary school students.