The Practical Research Of Activity Composition Teaching In The Third Grade Of Primary School

For a long time,the composition teaching in the third grade of primary school has high consumption and low efficiency.Students don't know what to write,how to write,and how to impress the true feelings,but the activity composition teaching has solved this problem,more and more scholars and front-line teachers begin to explore activity composition teaching.This paper combines qualitative research and quantitative research to determine the four primary schools that conduct activity composition teaching in Zhifu District of Yantai City as a research case.Based on Dewey's "Hands-on Inquiry Based Learning" theory,the constructivist reciprocal determinism,and the theoretical viewpoint in the Chinese Course Standard,and takes the literature and data formed in the past as the basis.Then,the paper investigated the present situation of activity composition teaching of nearly 180 students in 4 public primary school in Zhifu district,Yantai city and 6Chinese teachers in grade 3.In this paper,we learned about the cognition and understanding of teachers on activity composition teaching,the commonly used teaching form and content,the implementation of the process,degree of teacher guidance,the extent to which students are interested in activity essays,degree of participation,Student's subjective status,and the modification of activity composition.The paper has a comprehensive understanding and grasp of the current situation of activity composition teaching in the third grade.Through data analysis,we found problems in the current activity composition: the homogeneity of the composition,the students' lack of initiative,the monotonous teaching form,and the single feedback evaluation.Combined with interviews with students and teachers,the most fundamental reasons are explored: lack of educational resources,inadequate education research,inadequate teacher preparation,and poor student cognition.In view of the above problems,the author combines more literature materials and his own teaching practice,and further explores the composition teaching of the third-grade,and proposes corresponding improvement strategies from three aspects: To improve the teaching and research level of teachers' practice,implement classroom teaching guidance,and improve the feedback evaluation effect.First,in improvingteachers' research level,not only to strengthen the teachers to the activities of composition teaching learning professional knowledge,but also on activities of composition teaching of school-based training.Secondly,In the implementation of exercise guidance,from the clear activity teaching objectives,the selection of appropriate activity content,strengthen exercise process guidance,pay attention to the guidance of writing skills.Thirdly,In terms of improving the feedback effect of evaluation,evaluation contents should be rich,evaluation subjects should be diversified,and evaluation methods should be diversified.The aim is to improve the writing ability and writing level of students in the third grade,promote the development of students' personality and comprehensive ability,improve the theory of activity composition teaching in primary school,and trigger more teachers and experts to further think and discuss the activity composition teaching in primary school.