Research On The Training Strategy Of Students’ Ability To Composition Revision In Primary School High Section

Writing is a complex switched process among cognitive, thinkingand language. Composition always cannot express their ideas exactly because ofstudents’ cognitive limitations and incapable of expressing completely, so it is verynecessary for them to grab the ability to composition revision. At all times and in allcountries, most literary writers pay great attention to their composition revision.Revision is an important link in the writing whose importance has also been emphasizedby the “New Chinese Curriculum Standard". It is particularly important to train primaryschool students’ ability and habits of composition revision. However, at present, theprimary school language teaching often ignores this link, which leads to a result thattraining strategy of ability to composition revision is not studied deeply and hard formsinto the system at this stage. In view of the present situation, it is extremely urgent totrain students’ ability to composition revision, to think and interest in writing and traintheir ability to composition revision in primary school.Through the analysis of the status quo, it is concluded that modification andteachers’ teaching both are not optimistic in the current primary school highsection: the students lack awareness, skills and time for compositionrevision; teachers ignore the training of ability to composition revision and usuallyteachers either excessively revise students’ writing or directly skip this step. Based onthe cognitive development theory, hierarchy of needs and positive reinforcementtheory, constructivism theory, psychological development theory and the interpretationof "New Chinese Curriculum Standard", the practical requirements for compositionrevision are proposed and the implementing principles of composition revision are alsodiscussed on the basis of the combination between the overall requirementsand standards in each stage, teacher’s instructions and self-promotion, personal revision and peer revision, composition revision and mutual evaluation andself-assessment.Comprehensively and deeply, this paper discusses the training strategies of abilityto composition revision in primary school high section, combining with the practicalcases of composition revision and assessment which the author meets in his four years’teaching. Firstly, this paper puts forward seven important conditions to develop theability to composition revision: teachers as the organizer and instructor, enough time forrevision, clear standard for revision, multi linkage revision the subject, assessmentmethods combining self-evaluation and mutual evaluation, feedback for the revision anddeveloping a good habit in revision. Secondly, this paper expounds the implementingapproach of training the ability to composition revision in teaching with linking theorywith practice: one is to make students understand the importance of compositionrevision; two is to stimulate students’ interest in composition revision; three is todevelop composition revision training plan; four is to develop a special training topic onthe standard of modified symbols; five is to develop a special training topic on thediversification of revision methods; six is to develop a special training topic onthe standards of revision. What is worth mentioning is that in this study, explore andpractice four (character error rate below1%, the almost correct punctuation, smoothstatement, neat writing) basic standards and six (well founded, rich in content, properlyand logically organized, full of sound and color, full of feelings, proper details andomissions) stages’ special training strategies. Finally, a preliminary summary achievesgood results and there are limitations in the studies of reflection.