Current Situation Of And Improving Strategies For The Transition From Talk Writing In Lower Grades To Composition Practice In Middle Grades In Primary School Chinese Language Education

A degree of dissociation exists in the transition from talk writing in lower grades to composition practice in middle grades in compulsory primary school education.Moving from lower grades to middle grades seems a natural transition between learning periods.However,in first and second grades,Chinese language learning focus most of its time on character recognition and writing,reading and language expression in the forms of listening and speaking.Although the learning content includes oral converse,it leaves out systematic talk writing practice.In third grade,the text book includes systematic composition practice and raises requirements for writing.This sudden jump from oral language to writing language has some negative influence on pupils' mind and psyche,which poses difficulty for both teachers and pupils.Making good use of the zone of proximal development between talk writing and composition practice to ferry pupils across this obstacle has realistic significance for nurturing pupils' interests for writing and their ability to express.Targeting at Chinese language teachers teaching lower grades and middle grades of primary school,with “Zone of Proximal Development Theory” “Theories of Recognition” as its theoretical foundation,this study makes questionnaire from the following four dimensions:awareness of transition from talk writing to composition practice,teaching goal of talk writing(composition practice),teaching methods,criteria of talk writing(composition practice).It investigated 150 primary school Chinese language teachers in District N of Chongqing and thoroughly interviews 10 teachers teaching lower and middle grades.Moreover,analyzing the differences between the two learning stages from angles of curriculum criteria and textbook compilation,it tries to further understand the problems existing in the transitionfrom talk writing in lower grades and composition practice in middle grades in primary school.Combining the results of questionnaires and interviews,this study uncovers the dissociation problem between talk writing and composition practice,analyzes its causes and proposes countermeasures.The conclusions of this study are:Judging from the result of investigation,transition from talk writing in lower grades and composition practice in middle grades in primary school in District N of Chongqing is not good and lower than theoretical median.Dimensions of the transition manifest significant difference on demography variables like age,length of service,being class master or not,professional title;among all the dimensions,only two show significant difference on the variable of educational background;whereas no significant difference is found on the variable of gender on any dimension.Also,the following problems are found:weak awareness among teachers of transition;deviations in curriculum goal;inappropriate teaching methods;no transitional content in textbook;lacking diverse valuation methods;pupils' performances are uneven.Therefore,to solve these problems and change this situation,this thesis proposes countermeasures from three aspects:enhance teachers' awareness of transition from talk writing in lower grades to composition practice in middle grades;enhance the transition in the beginning stage of composition practice in middle grades from talk writing in lower grades;enhance transition in teaching and learning process.