Serialization Research Of Composition Teaching In Vocational Preprimary School Teacher Education

With the development of economy, vocational preprimary education has earned more andmore focus in China. This is bound to require more higher in early childhood teachereducation. This article focuses on the composition teaching in the vocational preprimaryeducation school and aim to improve students writing capability and the comprehensiveability development of the language. This teaching approach will make them adapt the newsituation and become the qualified early childhood teachers.In this study, the Handan College (Wuan branch, Daming branch), Xingtai College threevocational school language teachers and students as research subjects, through questionnaires,lectures, gathered in student’s writing books, essays, diaries etc,Get information and relateddata. On the data collected by statistics, summarized the characteristics and causes of thedisorder occurs in vocational preprimary school ‘s composition teaching and design oftargeted sequences corresponding composition teaching.The results show that, composition teaching disorderly situation is quite serious inHandan and Xingtai’s College’s vocational preprimary school education, the teaching processinclude three elements of teachers, textbooks and students,there are "disorder" problem in thisthree aspects.Teacher’s "teaching" is basically in an emotional state, no clear trainingobjectives, training content free, disorderly, unscientific training methods; teaching materials,reading text training content and writing’s training content, there is a disconnect phenomenon,writing training knowledge lack of coherence and sequential; teachers "teach" the disorder,teaching choreography unscientific, resulting in writing in grades Preschool Teachers do notwant to write, do not write, do not change the disorderly, chaotic writing state. Against thiscurrent situation in this three school’s vocational writing teaching, combined with greatwriting concept, essay writing rules, ZPD and scaffolding teaching’s theory and other theories,the author explore and build writing teaching serialized goal in Vocational preprimary school.The goal has elasticity and levels,which can be roughly divided into three levels: basic goals,growth objectives and depth of the target to qualify. In order to effectively implement theserialization teaching objectives construct "Rotary–Standard–Put" Teaching Sequence mode, the model consists of three stages: the first stage of the serialization (help), this stage in threesteps, the desire to wake writing;break up the whole into parts, pay attention to basic training;to the target before guidance.The second step is improvement stage (Standard), at this stage toguide students through the perception of specific articles, analysis, parodies, the students werewriting standardized training; the third stage of the development phase sequence (Put) by theproposition put, the process of writing put and the evaluation system of the writingprocess,and guide students to learn self-written, self-change, and gradually achieve byYeshengtao said,"self-energy writing, not wait for the teacher to change,"the lonely stage.