An Empirical Research Of Guidance On The Process Of Writing Teaching In Middle Grades In Primary Schools

Writing teaching,in the final analysis,is to improve students' Chinese literacy.The middle part of primary school(grade 3 and grade 4)is the beginning of the acquisition of writing literacy,so the middle part of primary school exercises(Chinese curriculum standards for compulsory education(2011 edition)refers to the middle part of writing as exercises)teaching is of great importance.In fact,in the current front-line practice teaching,the vast majority of the classroom is still dominated by teachers,ignoring the confusion students encounter in the process of practice,lack of effective guidance based on learning situation,and focus on the finished writing.This kind of teaching is the primary stage of writing development,that is,the "article writing" stage.In view of the development of the theory and practice of writing teaching at home and abroad,it goes through three stages: essay writing,process writing and communicative context writing.It can be seen that the teaching of writing in China is far behind the development of The Times,and it is urgent to improve the teaching of writing.The author takes the teaching of exercises in the middle of a primary school in yichun city as the research object,and carries out a two-year empirical study in accordance with the research thinking of discovering problems from practice--analyzing problems--practicing again--solving problems.In addition to the introduction,conclusion and appendix,this paper consists of four chapters.The first chapter,from the perspective of interpreting the Chinese curriculum standards for compulsory education(2011 edition),analyzes the requirements of practice teaching in middle primary school: teaching in order to cultivate students' good interests,habits and qualities in practice;This paper investigates the current situation of teaching instruction in a primary school in yichun city,focusing on three aspects: lack of interest in learning,unreality of teaching process and short term goal.Based on the gap between what should be and what is,the second chapter puts forward the assumption of solving the problem theoretically,that is,strengthening the guidance of the exercise process.Chapter three applies the process writing method to the practice teaching of a primary school in yichun city to explore the implementation path.Middle-level operation of a long task group process guidance,stimulate the interest in the exercise;Micro in a specific composition class in the implementation of the process of guidance of the specific links,tamping process guidance;Finally,the author,through his own practice,sorts out the practice process guidance methods: the practice method,the anti-composition method and the practice list method.The fourth chapter dialectically analyzes the effect of practice teaching based on process guidance,draws the corresponding conclusion and foresees,and puts forward that process guidance should be learning-oriented.Before studying full-time as a postgraduate,the author was a Chinese teacher in a public primary school with some practical experience.Through empirical research,this paper aims to open a new perspective of teaching theory,scientifically examine the theory,develop the theory in practice,and practice practice under the guidance of the theory,so as to contribute a little to the development of basic teaching.