The Research Of Grade Three And Four Writing Strategy

Writing is the foundation of Chinese literature teaching in primary school, of which teaching of grade three and four writing stands as a vital bridge between lower and higher grades based on the classification of course curriculum. Actually, this study period of grade three and four is deemed as the start for students to learn writing, given their psychological states, therefore it is critical to students. This thesis urges that teaching of writing can be optimized by different teaching segmentations in order to enhance student’s writing skills and teaching performance after analyzing the transition of writing requirements among each grade as well as psychological characteristics through literature review, writing sample analysis and statistical research.Although Grade three and four teaching has already achieved some improvements, the research exposes multiple problems such as empty contents, imbalanced writing levels among students and monotonous teaching method as the result of inconsistent writing practice, and inappropriate teaching target due to the neglect of individual diversification as well as thinking development pattern from students.Accordingly, in the author’s opinion, teaching strategy of Grade three and four writing needs to be modified, resulting in a new teaching proposal. First of all, teaching targets of grade three and four must be clearly specified and different highlights should be emphasized that Grade three teaching is more paragraph oriented while grade four teaching focuses on chapter composition. The rest of teaching strategy and implementation are on the basis of the said proposal. Also, teachers are supposed to stimulate the writing momentum of students and encourage them to discover more writing materials from daily life during the teaching preparation period. What’s more, it suggests that questions setup, scenarios creation and open topic writing promote the capabilities of critical thinking, observation and expression that are beneficial to boost writing skills during exercise phase by taking account of each individual’s writing and psychological levels. Therefore, it’s necessary to instruct students in accordance with their aptitudes. Last but not least, self-evaluation and peer assessment also contribute to objective marking and reasonable feedback provided by teachers during review period.