Research On The Teaching Of Serialized Composition In Primary Schools Based On Cognitive Characteristics

The strategy and effect of elementary school writing teaching is related to the long-term development of students' writing literacy.The specific teaching process should start from writing,from easy to difficult,and promote at different levels.However,in the actual classroom,some teachers did not fully comply with the provisions of the Compulsory Education Chinese Curriculum Standards,These teachers raising the training requirements,and the implementation of basic training was not in place,laying a hidden danger for the future development of students' work.Under the guidance of the teacher,the students are engaged in the practical training of “I write my heart by hand”.The materials and thoughts are derived from the reality of life and the soul.Therefore,the work is closely related to the internal physical and mental development of the students and the external growth environment.The characteristics of cognitive development of pupils in different ages are different.The teaching of the students should be based on the true academic situation,fully respect the psychological characteristics of the students' growth stage,construct the ladder-type serialization teaching paradigm,and lead the students to gradually improve the writing ability of various styles,and lay a solid foundation for writing at the middle school stage.Starting from the cognitive characteristics of children,the author takes narrative teaching,the most representative writing style in primary schools as an example.Aiming at the problems of disorder and casualness in front-line classroom and neglecting cohesion,according to my teaching reflection in practice,combined with the actual situation of questionnaire survey and interview,this paper puts forward the implementation strategy of elementary school writing teaching.The specific performance is: the first semester(grades 1-2),according to the psychological characteristics of students in this semester,the students' imagination should be vigorously developed.The teaching should be based on the combination of listening,speaking and writing,using the game to create the situation,using the picture book to write words,and providing the students with a "scaffold" model.Let students form a more stable writing paradigm in psychology.Second semester(grades 3-4),according to the cognitive characteristics of students in this period,we should mainly guide students to observe,combine classroom learning,extracurricular activities with social life,grasp the remarkable characteristics of the objects observed,mobilize five senses and multi-directional observation,use activities to broaden the scope of observation,and effectively improve the narrative ability.The third semester(grades 5-6),according to the cognitive characteristics of the students in this semester,the teaching of the syllabus should adopt the same subject angle-sharing,organically combine the small styling and unit theme exercises,strengthen the integration ideas and comprehensive application,and construct Reasonable serialization training system.The author believes that only by constructing a vertical ladder-like teaching goal according to children's cognitive characteristics,constructing a horizontal sequential training paradigm according to the teaching goal,and forming a scientific and orderly,prioritized and interrelated sequential teaching system,can the Compulsory Education Chinese Curriculum Standards be truly implemented,thus promoting the steady improvement of students' writing literacy.