Research On Teaching Strategies For Communicative Contextual Writing In Upper Primary School Languages

Writing teaching has always been a key and difficult point in language teaching in China,and many language education researchers and practitioners have conducted long-term exploration and experiments on it.Based on the essence of writing,Professor Rong Weidong of Southwest University proposed communicative contextual writing under the transformative thinking of the writing paradigm,which is a major breakthrough and development for language writing teaching in China.Communicative contextual writing is a theory of writing that uses the purpose,reader,topic and other elements of writing to determine the construction of a discourse in order to achieve the function of communication by creating a specific context.The theory addresses the current teaching situation and problems,and aims to address students’ lack of motivation and lack of writing materials.The theory of writing in communicative contexts has already been researched by scholars in school education.This thesis will focus on the feasibility and value of communicative contextual writing theory in upper primary school writing education,combining the current situation of upper primary school writing education with the author’s own relevant learning experience,and through the understanding and analysis of communicative contextual theory,it will provide useful theoretical reference for exploring new ways of optimising upper primary school language writing teaching.Based on the above-mentioned research background,this thesis firstly elaborates the concept of communicative writing from the theory of communicative contextual writing,explains its connotation,summarises its elements,and analyses the characteristics of communicative contextual writing as follows: communicative context,reader-centred writing,element-based system of discourse,and authentic expression.The second part of the questionnaire explores the problems of both teachers and students in the teaching of writing in upper primary school,where the problems at the teacher level are old-fashioned teaching theories,fixed teaching methods and single content;the problems at the student level are lack of motivation,vague writing purposes and limited writing thinking.Each part is based on the theory of writing in communicative contexts and the relevant writing requirements of the language curriculum standards,and is designed as a "context-based" and "context-accumulating" strategy for teaching writing in upper primary school.Each part is based on the theory of communicative contextual writing and the requirements of the language curriculum.Finally,by analysing the pedagogical value of the lesson,the teaching design process and its value,the successful lesson examples of outstanding teachers are selected to illustrate the effectiveness of communicative contextual writing in developing authentic writing skills by analysing the application of communicative contextual theory to the teaching of writing in upper primary school.