Research On The Transformation Of Paradigm Of Primary Chinese Composition Teaching

Writing plays an important role in Chinese teaching, and the students’ writing ability is an important index to measure the quality of Chinese language. Composition teaching as the focus and difficulty of the curriculum reform of basic education, has been research by the basic education scholars and Chinese teachers. How to improve the composition teaching effectiveness were researched and practiced for a long time, but the result is unsatisfactory, because the writing level of the students did not improve obviously. Primary school language teachers are often attach the importance to improve students’ writing skills and capabilities in order to achieve high writing scores, which tend to ignore students’subjective experience. In the long time, the desire of students’ subjective expression will be killed, the spark of students’writing ideas will be extinguished, leading to elegant and flexible language become vestigial because inner thoughts can’t be expressed by writing. In this thesis, Based on the "spiritual" perspective, combined with student writing as the starting point to analyze the problems in current primary school composition teaching, at last, the teaching recommendations were expounded in detail.This thesis consists of five parts. The first part is introduction which explained the problem of the origin and significance, purpose and contents, literature review and research ideas and methods about the study of this thesis in detail. The second part focuses on paradigm of teaching writing. The concept of paradigm, the features and the transform condition of paradigm were discussed. The third part of the thesis revealed the situation and problems of primary school composition teaching methods in the form of questionnaires, on the basis of that, the concept of "meaning writing" was put forward. The connotation and manifestation of "meaning writing" were explain, in the meantime, associated with education utilitarian, pointing out the damage of the "Meaning composition" writing under the paradigm of education utilitarian. In the fourth part, "spiritual writing" that as the core concepts of the thesis was introduced, and the meaning and characteristics was explained, then the humanistic education paradigm was used to unify the "spirituality composition", pointing out the values and aspirations of "spiritual writing" under the humanistic paradigm. The fifth part of the thesis described the strategies of composition teaching in detail. The strategies of composition teaching include attention to the student psychology from the perspective of why to write, attention to student life from the perspective of what to write, and attention to student greater writing freedom from the perspective of how to write. Teachers pay attention to the writing subject from the perspective of the evaluation of composition and develop students’ reader consciousness from the perspective of composition modification.