The Practice And Exploration Of Primary Writing Teaching On The Basis Of Communicative-Situated Writing

The Chinese Curriculum Standard of compulsory Education(2011 edition)clearly points out that the essence of writing is "expression and communication".Writing is an important way to express and communicate with language and writing,to understand the world,to know oneself.It's a process of creative expression.However,primary school practice teaching has long faced the dilemma of students "unwilling to write,unable to write" and teachers "do not want to teach,can't teach".Communicative-Situated Writing refers to the activities of meaning construction and communication in order to achieve a specific communicative purpose,for a certain topic and for specific or potential readers.It transcends the traditional orientation of "emphasizing results" in the teaching of writing and pays attention to the readers,authors,objective,topic,language and other communicative contextual factors that can guide students to carry out "real writing" under "real needs" and improve "real writing ability".The exploration of primary school communicative context writing teaching can help students to improve their real writing ability.Under the guidance of Communicative-Situated Writing theory and through real classroom teaching,this study promotes the practice of communicative context writing teaching in primary schools.In the first chapter,this chapter combs the emergence and development of Communicative-Situated Writing theory,grasps the development of communicative--situated writing theory at home and abroad,forms the ontological cognition of communicative context writing.Communicative-Situated Writing is the direction of reform and development of writing teaching in China.In the second chapter,it presents the specific data of questionnaire survey on the present situation of the primary school exercises teaching in Hangzhou.The reasons for accurate understanding of the lacklustre teaching of the exercises lie in the two levels of teachers and students-teachers' laggard teaching concept,mechanical teaching mode and lacking of teaching strategy.The passive attitude,cognitive utility and stereotyped behavior of students.Introducing the concept of communicative context writing to analyze the causes of the phenomenon from the perspective of the essence of writing.In chapter three,the author expounds the practical design of the primary school Communicative-Situated Writing teaching,which is the powerful support of the research.According to the three systems of the establishment of context,empirical compensation,evaluation and feedback to build the operational framework of teacher-student interaction.To formulate the teaching objectives and teaching content based on the new curriculum standards and learning situation.Chapter 4th,this chapter bases on the new curriculum standard,combines the real learning situation,the primary school Communicative-Situated Writing teaching focuses on developing students' contextual analysis ability,content activation ability,core language competence and evaluation ability;And to elaborate combined with specific practical cases,put forward effective suggestions and strategies.I hope to explore the feasibility and effectiveness of the teaching of Communicative-Situated Writing in primary schools through teaching practice,and to provide some reference suggestions for the reform of the teaching of primary school exercises.