Analysis And Countermeasure Of "Cohesion Problems" In Primary School Compositions

In primary school,composition teaching has always occupied an important position.Because composition can not only reflect pupils’ language using ability,but also reflect their aesthetic ability,cognitive ability and ideological accomplishment.The quality of composition is an important criterion to measure the comprehensive quality of primary school students,so the importance of composition teaching can not be ignored.However,there are many drawbacks in the current composition teaching,and students’ writing level is uneven.In the teaching work,the author finds that there are various cohesion problems in pupil’s composition,which affects the coherence of the whole composition and reduces the quality of the whole composition.Then the author studies the cohesion problem in the fifth grade composition cases of S elementary school,carries on the analysis to it,and gives the countermeasures to solve it.Firstly,the author studies the theories of discourse cohesion at home and abroad.Among them,the research of Halliday,Hassan and Hu Zhuanglin has formed a relatively complete system.Although some linguists at home and abroad have explored the application of discourse cohesion theory in writing and achieved rich results,there are still some deficiencies in the application of cohesion theory to primary school writing teaching.Based on cohesion theory at home and abroad,this study mainly adopts content analysis method to try to apply cohesion theory to primary school writing teaching.All is to improve the present situation of primary school writing teaching and the level of primary school writing.Based on the cohesion theory,the author divides the cohesion problems in pupils’ compositions into the following categories: first,the cohesion problems caused by improper collocation of words,the cohesion problems caused by improper reproduction of antonyms and synonyms;second,the cohesion problems caused by the confusion of logical relations between sentences,and the components of sentences.The cohesion problems causedby improper substitution,improper omission of sentence components,improper reference of sentence components;the third category,cohesion problems caused by improper transition between paragraphs,cohesion problems caused by inconsistent contexts.The author will also make cases analysis and data statistics on the composition corpus with these cohesion problems.Among the three types of cohesion,there are many problems of sentence cohesion in students’ compositions,especially in the confusion of logical relations between sentences,which often occurs among students.Through case analysis and data statistics,the author analyzed the causes of cohesion.Firstly,from the perspective of teachers’ composition teaching problems,the lack of specific requirements for cohesion in composition teaching and the lack of practical guidance for cohesion skills in composition teaching led to teachers’ inability to carry out targeted teaching on Cohesion in composition.Secondly,from the perspective of the expression of students’ compositions,there are two reasons: the oral content of students’ writing and the random sentence order of students’ writing.Third,teachers and students lack feedback on composition cohesion.According to the analysis of the reasons,the author puts forward the following solutions: firstly,to increase the requirements of composition cohesion in composition teaching;secondly,to increase the teaching content of composition cohesion skills;thirdly,to train students ’written expression through reading teaching;fourthly,to guide students to pay attention to the sentence order of composition;fifthly,to use the weekly summary table and the list of cohesion problems for timely feedback.In a word,the purpose of this paper is to find out the common text cohesion failures of primary school students in the process of writing through content analysis,to analyze the causes of cohesion problems,and to further propose targeted solutions,hoping to provide help for the future teaching of primary school students’ writing.