Current Research On Korean Essay Course In Primary School

With the continuous development of information technology,education and teaching are constantly changing,and the role of teachers in education and teaching activities should also be transformed.Teachers should advance with the times,and transform the role of high quality conversion,because that will directly relate to the improvement of the quality of education and teaching.In recent years,the negative problems of school teachers have been frequently reported,which reflects the effective conversion of teachers' role.As a comprehensive manifestation of Korean language literacy,Korean language writing ability has a direct impact on students' learning of other subjects.Therefore,writing teaching has always been the focus and difficulty of Korean language teaching in primary schools.At present,educational researchers pay more and more attention to the teaching of writing in primary schools,and the research on the teaching of writing in primary schools is also deepening day by day.At the same time,many changes have taken place in the educational concept,teaching method and teaching mode of front-line teachers.Nevertheless,there are still some problems in the teaching of writing,such as "writing is difficult","not wanting to write","writing casually" and so on.Therefore,the puzzlement of students in the process of writing has not been fundamentally solved.Based on these problems,how to break through the difficulties of writing teaching fundamentally,effectively implement writing teaching,and improve students'writing level is a "homework" worthy of our continuous thinking.This study takes Korean language teachers and all fifth-grade students in J Primary School of Yanji City as the research object.Through literature,questionnaire,data analysis,interview and observation,the research object is investigated and studied.Through the investigation,it is found that the design of teaching goals is not scientific and standardized;In the course of teaching implementation,the teaching instruction is one-sided,the writing teaching method is sollidified,the writinq criticism is not timely,and the evaluation content is not targeted.The qualily of teaching reflection is not high;The writing effect is normal.After analyzing the causes of the problems i dentifi ed,this paper has four conclusions:teachers'intorprotation of curriculum standards is insufficient and the design of writing teaching goals is not standardized;ieachers still adhere to the traditional teaching mode in the course of teaching implementation;Writ.ing criticism is formalized and writing evaluation is relatively single;Teachers have a casual and superficial pnenomenon of teaching reflection.Due to the lack of self-awareness and initiative of primary school students,the starting point and foothold of writing teaching still lies in teacher guidance.Therefore,in response to the above problems,the following five suggestions are formed:Strengthening teachers proessional training and improving teachers' Korean language discipline literacy;To establish the scientific teaching concept and change the traditional writing teaching method;To update the way of the teaching of writing,to improve t.he timeliness of the efficiency evaluation,to achieve the stratification evaluation;Writing instruction should he comprehensive,and writing teaching should be close to students ' lives;The school should pay attention to teachers ' teaching reflection activities and create a good atmosphere for reflection.