| With the advent of time and the development of information technology,there is a new global trend to emphasise the importance of communicative and collaborative talents.In response to this trend,many countries have begun to set new requirements for writing in their mother tongue,proposing the development of a ’communicative’approach to education and teaching.China’s language curriculum standards have also been revised to emphasise the need to cultivate and develop students’ communicative skills in their work.However,in the actual classroom,there are still false compositions,with too much emphasis on moral emotions and rhetorical flourishes,while neglecting students’ communicative skills.And yet,there is a need to learn from ’writing as communication’,communicative contextual writing and other relevant theoretical guidance into the teaching of composition in China.However,as this is a foreign concept,there is still a need to further prove whether this concept can be directly known to our teaching of composition and how it can guide teaching practice.To address these issues,the author conducted a study on the current situation of fourth grade language composition,to explore whether communicative context theory can provide theoretical guidance for the teaching of fourth grade composition,and to suggest strategies for teaching communicative context composition based on the characteristics of students’ physical and mental development and the actual teaching situation at present.Firstly,the communicative contextual exercises and their principles are analysed,and the concept of communicative contextual exercises and their teaching is defined in terms of the current research findings on communicative contextual writing theory,the actual learning ability of fourth grade students,and the specific requirements of the curriculum standards.With the help of the results of communicative contextual writing theory,an attempt is made to analyse the theoretical basis of communicative contextual assignment teaching in terms of functional linguistic theory,constructivist theory and contextual cognitive theory.Secondly,teachers and students from a fourth grade primary school in Taishan District,Tai’an City,were used to investigate the current problems in teaching fourth grade composition.The results show that the problems of utilitarianising the purpose of the exercise,blurring the topic of the exercise,separating the author of the exercise from the task situation and having a single pre-determined reader have affected the students’ view of the essence of the exercise,making it ineffective in improving their expression and communication skills and gradually losing their interest in the exercise.This study will summarise the main causes of these problems in terms of the teachers’ teaching philosophy,the degree of integration of theory and practice,and classroom teaching methods.Then,we discuss the appropriateness of the theory of communicative contexts for teaching Year 4 exercises in terms of the actual needs of students,the requirements of the standards and the teaching practices of instructors,and on this basis,we propose three basic principles that need to be followed: communicative,authentic and integrated.Finally,based on the theory of communicative contextual exercise teaching and the actual situation of the fourth grade language exercise teaching as well as the physical and mental development characteristics of the students,the four elements of the exercise purpose,topic,author and reader are taken as the centre of the exercise teaching,and a strategy is suggested for the exercise teaching,based on which a teaching design is made. |
