A Research Into Reading-to-writing Pattern Of Primary Narrative Essay

The past three years have witnessed the renovation of Chinese textbooks: first-grade primary school students and those from first-year junior high school have begun to use the state-compiled textbooks since the autumn semester of 2017.These textbooks were then used by students from primary school and first and second-year junior high school in 2018.By 2019,all the textbooks have been replaced by the state-compiled ones.Such textbook replacement is not only a revolution of Chinese textbooks,but also a new challenge for Chinese education.The compilation of writing section of state-compiled Chinese textbooks puts more emphasis on the complementary role between the writing after reading and regular writing assignments,thus achieving a natural link from reading to writing;the textbooks also try to reach a balance between reading comprehension and language expression,thus realizing the goal of learning writing by reading.The author herself currently engages in the teaching of Chinese for the fourth-grade primary school students and the narrative writing is one of the main training goal of the composition.Therefore,this thesis aims to reflect new ideas of the new textbooks,to improve the ability of pupils to write things clearly and to improve the writing ability of primary school students.The thesis introduction summarizes the background,discusses its significance and reviews the literature at home and abroad.The introduction also defines the key terms and illustrates the theoretical foundation of using Reading-empowered Writing as a teaching model.Chapter 1 summarizes the connotation and stylistic characteristics of narrative writing in primary education and analyzes the proportion of narrative writing in the writing training section of state-compiled textbooks.Chapter 2 provides a theoretical foundation of the research by reviewing related theories.The chapter first summarizes the theoretical foundation of reading-empowered writing;it then argues for the necessity of adopting reading-empowered writing in the teaching of narrative writing in primary school Chinese education.Before introducing the general strategies of reading-empowered writing,the chapter discusses the feasibility of using reading-empowered writing in the primary school narrative writing.Chapter 3 summarizes the five steps of reading-empowered writing based on the state-compiled textbooks,namely,define the key elements and set goals;read the passage carefully and learn useful expressions;review and adopt the taught methods;read and reflect upon the exemplars;write and revise the draft.The chapter then proposes the principles and discusses the issues during the implementation of these five steps.Using the author's practice as an example,Chapter 4 presents the implementation of reading-empowered writing.The author first attempted to know the students and determined theteaching objectives by analyzing their writing performance in previous assignments(for pretesting).The author then designed the teaching procedures for two sessions based on the five steps of reading-empowered writing.The author finally analyzed statistically the results of the participants.The findings indicated that reading-empowered writing could improve the narrative writing ability of primary school students.Chapter 5 assesses the achievement,discovered the inadequacies,and proposed the unsolved issues of reading-empowered writing in the teaching of narrative writing.