Research On The Compilation And Application Of The Whole-process Checklist In The Primary School Chinese Writing Unit

Chinese writing unit is a newly-arranged unit in the unified primary school Chinese textbooks that were put into use across the country in the fall of 2017 which focused on cultivating assignment ability.It is a breakthrough in our country’s assignment teaching from result writing to process writing in order to change the situation of focusing on reading and neglecting study and guide Chinese teaching to pay more attention to expression.However,the current situation of "result-oriented,limited by experience,lack of support" exists in the teaching of Chinese writing unit,which is contrary to the educational philosophy of "people-oriented,process-focused,and development-oriented" advocated by the basic education curriculum reform in the new century.In order to help elementary school Chinese teachers get out of the predicament,improve the teaching quality of Chinese writing unit,and implement the curriculum goals and teaching materials requirements,the problem that how to help students complete the smooth conversion of assignment psychology and assignment thinking,and realize that the Chinese writing unit should focus on the process and integration teaching will be solved in this research.The research adopts the paradigm of empirical research,with constructivism and information processing theory as the basic analysis framework.It combines the classroom observation method,questionnaire survey method and interview method.Aiming at the writing unit teaching in the unified Chinese textbooks for primary schools,the main goal is to investigate the current situation,provide support,explore the path and summarize the methods.First of all,the research conducted a questionnaire survey on the teaching status of the Chinese writing unit in the primary school Chinese textbooks,and found that the teachers’ basic understanding and teaching strategies for the Chinese writing unit,as well as the attitude of writing lists.Based on the results of data analysis,the "purpose-content-strategy-development-environment" writing model is summarized by the author with reference to the basic concepts of process writing.Secondly,the study combines the analysis of curriculum standards,textbook layout,and knowledge taxonomy to construct a support for the teaching of Chinese writing units—— "Whole Process Writing List".And then,the author made a detailed analysis and explanation of the theoretical basis,construction principles,basic characteristics and thinking cultivation value of the checklist.The "Whole Process Writing List" contains 2 dimensions: process dimension and function dimension.The functional dimension is divided into question lists,time lists and goal lists.The process dimensions include exercise inspiration lists,exercise framework lists,exercise strategy lists,and exercise evaluation lists,which correspond to the four stages of writing.It forms a total of 12 kinds of combinations,which run through the selection and conception of the study,the layout of the article,the promotion of writing and the improvement of reading in order to assist the whole process of the writing.Finally,combined with the teaching content of the unified edition of the textbook,the author takes the fifth unit of the fifth grade of primary school Chinese as an example,and tries to design and teach a complete exercise unit that integrates into the full program list.Through the practice of eight class hours,the 7 steps of the whole process writing list teaching and the list design and evaluation plan containing18 indicators are summarized.After case practice and classroom observation,the author clarified the new thinking of "Front,Complete,Round" exercise unit teaching,and further summarized the teaching strategy of applying the "Whole Process Writing List" in order to enhance the application value of the checklist.The teaching exploration of this kind of assignment unit helps to improve students’ abilities in selecting materials,arranging the layout and other assignments.It also helps to develop students’ divergent thinking,inductive thinking,reverse thinking,jumping thinking and other practice thinking,and ultimately cultivate students’ overall consciousness and life consciousness.