Design Of Primary School Students' Writing Learning Activities Based On Mobile Writing Platform

Pupils’ writing needs rich experiences, pupils also needs to record these experiences and feelings timely. However, pupils could not record something when they experience, cause it’s difficult to extract the feelings and circumstances when they are writing, making troubles to students’ conception and writing.If we help students to record thoughts,feelings and situation timely using technical tools, could effectively reproduce the situation to help students recalling and writing.This research is based on this consideration,concentrating on Mobile-learnino,it allows students to learn anytime and anywhere, help students to record the feelings and situations, and allows students to share thinking and resources. Thus, it’s feasible to integrate mobile learning with pupil’s writing. But how to design and implement the pupils’ writing activities systematically based on the mobile platform is the main question of this research.Firstly, the research makes a analysis on the curriculum standard, textbook and the present situation of pupils’ writing, aiming at some problems, combining the advantages of mobile learning,to explore the organization strategy of activity design for this research. Based on activity theory and situated learning theory. analyzed and identified the elements of this research design, and explored the design principles, on this basis, constructed the framework of the design for pupils’ writing learning activities based on mobile-learning. Guided by the framework and organizational strategy,designed two specific writing activities,then, implemented and tested relying on the mobile writing platform. After the first round of implementation and analysis,found some problems in the design and implementation, aimed at these problems,improved the second case, and implemented the second activity.After two rounds of implementation, taking a comparative analysis of the two activities in the cognitive,behavioral and emotional dimensions, analyzed the significant difference of these two rounds, and found that there are significant differences in some items.Analysis results show that, the observation, experience and resource acquisition design can increase pupils’ cognition of writing subject.Through the participation of the activity of this research, helping pupils to mobilize the activity,discussion and writing enthusiasm of students to a certain extent. Meanwhile,it can also help pupils to improve their writing interest and writing confidence.However,there is no obvious difference in students’ observation ability and writing satisfaction.The research also makes a simple analysis of each members’ composition text before and after the implementation, due to the lack of implementation times,there is no obvious change in the total number of words, segments, sentences, and the average sentence length. Because of the the change of writing carrier, show a little difference in the wrong punctuation and spelling.