A Research On Lower Grade Writing Teaching At Primary Schools In Remote Mountainous Areas

Lower-grade written words teaching is one of the most important part of Chinese teaching in primary schools,it is also the basis of higher-level writing teaching.In primary schools,for lower-grade students,words and phrases teaching are usually emphasized,while written words teaching always been ignored by teachers.As a primary school Chinese teacher,I'm in the process to accumulate teaching experiences,from less to more and little by little.I often confronted by many problems during teaching those lower-grade students on writing.I don't know where to start and how to solve these problems.When I come to talking about written words teaching with my colleagues,there is always ambiguity in my mind and I've just got only a few words to share.Due to the effect of geography,transportation,economy and culture,education in the mountainous area is relatively backward.As a Chinese teacher in primary school,I know that the most significant problem in Chinese language teaching is writing.However,teachers always feel "helpless" in teaching their students how to write,meanwhile,students also feel painful when it comes to writing.This phenomenon is especially prominent in mountainous primary schools,and this situation seems to be not optimistic at all.In reaction to the phenomenon,I did a lot of research through reading papers,mainly published by education experts and predecessors,about written words teaching in primary schools.At the same time,I chose Pingwu Shuijing School,where I am working,as a research base;invite the school teachers and the first and second grade students as my research object.In this paper,the first and second chapters gives an overview of the research significance,research methods and related theories of lower-grade written words teaching in primary schools.In chapter three,a survey is conducted through questionnaire to collect and analyze the current situation of the lower-grade written words teaching in mountainous areas.Chapter four summarizes the causes of above situation;explore reasons from the families,teachers,and students.First of all,family members are generally underrepresented on education,they're mostly lack of understanding of education.Many students are left-behind children or even from single-parent families.Secondly,teachers do not pay much attention to the lower-grade written words teaching,and the teaching material is not abundant,teaching method is not diverse,and the evaluation mechanism is not flexible enough,so that students usually behave poor expressive ability and poor sense of language,they even cannot break sentences,cannot use punctuation marks properly,and often with heavier local dialects in their writing works.In the fifth part,based on the former reasoning,together with "Chinese curriculum standard" as well as my own teaching cases,I tried to explore some suitable measures of written words teaching in mountainous area primary schools,which mainly focus on families,schools,teachers and students.Start with home-school reading,teaching materials renewing,teaching methods and evaluation mechanism diversifying,in order to raise students' interest in writing and improve their writing ability.In the last part,the result of application of this research in my school is presented briefly.Although this study of this paper is slightly superficial,I'm still willing to share it with the first-line Chinese teachers,and together,we could contribute to the improvement of the lower-grade writing in the mountainous area.