Study On Analytical Text-based Writing Teaching In Senior Grade Of Primary Schools

With the continuous progress of curriculum reform,"core literacy" has become the core concept of basic education.Writing teaching is closely related to core literacy,whether from the status of chinese writing in the reform of the college entrance examination,or standing in the development of the students' writing literacy needs,all penetrate the core quality of training requirements.On the contrary,the primary school language writing teaching,limited by the subject of writing,the prevalence of teachers because too much attention to students in writing the expression of true feelings,and neglect the cultivation of students' rational thinking.In order to better cultivate learners' rational thinking literacy in the teaching process,this study attempts to introduce analytical writing in the upper grades of primary school,to design Analytic text-based writing tasks based on the existing teaching materials and extracurricular reading materials,and to explore the positive effects of this writing on cultivating students' higher-level thinking ability.The research is divided into literature analysis,implementation framework construction and experimental research.At the beginning of the study,through the analysis of the literature,the relevant research on analytical writing at home and abroad was combed,which laid the foundation for the follow-up research.Then,on the basis of analyzing the feasibility and necessity of Analytic text-based writing to develop students' thinking,the teaching mode and principle of Analytic text-based writing teaching in senior grade of primary school are constructed,combined with deep learning theory and analytical writing teaching method.In the experimental research part,the author took the senior primary school writing classroom as the research base,and the students in two classes in the sixth grade as the research object,and issued seven writing tasks for 12 weeks.In evaluating the effect of implementation,the author selected the Chinese edition of the Critical Thinking Tendency Scale in California(CCTDI)as the experimental test tool,which had a Cronbach's alpha coefficient of 0.9.8 and good reliability.In the experiment,the student's critical thinking score is the dependent variable and the irrelevant variable is controlled.Finally,SPSS data analysis software is used to organize and analyze the experimental data.It is found that Analytic text-based writing can arouse students' deep thinking about text,improve students' writing level,but also promote students' deep reading and realize the deep combination of reading and writing.Secondly,the writing method can obviously promote the development of students' critical thinking ability,and have different influence on the achievements of students in all dimensions of critical thinking,among which the achievements of the four dimensions of "seeking truth,open thinking,critical thinking skills,analytical ability" are obviously improved,and "desire for knowledge,systematic ability and cognitive maturity" Although the achievements of these three dimensions have also improved,the effect is not obvious.This study points to the development of students' core qualities,which is of great value to enriching the teaching of writing in primary schools.