Action Research On Improving The Writing Level Of Middle-grade Primary School Students Through "process Writing

Chinese Curriculum Standards for Compulsory Education(2022 Edition)put forward that language is the most important communication tool and information carrier in human society and listening,speaking,reading and writing activities exist in all fields of social life,therefore,the Curriculum standard paid attention to the ability to use language and the process of thinking expression,and put forward the teaching goal of being clear and organized for the students in middle of primary school.However,at present,the writing teaching is in the stage of "essay writing",which ignores students’ writing thinking process and lacks procedural writing guidance based on learning emotion.Therefore,students are faced with the dilemma of "unable to express their writing".This research will combine the process writing with state-compiled textbook in the middle of primary school,exploring the localized teaching mode of Process Writing.This research adopts the method of action research,considering two classes of students in grade four of a primary school in Zibo city as the research objects,carrying out three rounds of action research,lasting one semester;According to the research idea of "finding problems in practice,seeking theoretical support,making action plans and evaluating the solution effect",researcher recorded and analyzed the implementation of the whole research according to classroom observation and teaching reflection.At the same time,the researcher analyzed the effect of localization teaching of "process writing" by referring to students’ "metacognitive scale","exercise evaluation scale" and "classroom observation record table",and analyzed the applicability of "process writing" teaching according to the implementation process of teaching,teaching results and students’ responses.The results show that the teaching of "process writing" has a significant positive impact on the writing level of middle school students,and can help students improve in material selection,conception,expression and other aspects."Process writing" teaching has a significant positive impact on the metacognitive level of middle school students,which can improve the students’ planning,monitoring and regulation.This research has formed the specific stage and teaching strategy of the localization teaching of "process writing",and provided reference of the extension teaching for Chinese-teaching in primary school.