The Life Writing Of Primary School Is Studied And Explored Under The New Course Background

Composition teaching has always been an important point as well as a difficult point in Chinese teaching. However, presently, Chinese teaching in primary school is faced with a variety of severe problems, among which the most outstanding are lack of interests of students, false content, rigid skills, utilitarian purpose, and so on and so forth. The reasons for these problems lie in that the present composition teaching put more emphasis on classroom teaching, while less on life experiences, pays more attention to teaching of knowledge while less capacity development, attaches more importance to guidance before writing while less to comments on compositions, values universality much higher than individuality, etc.. In order to solve these problems, the thesis aims to make theoretical as well as practical reach based on researches on composition home and abroad.After analyzing ancient and modern theories of literature and arts and foreign composition teaching practices, the author propose to attach importance to the real life of students, taking real life as content, and taking real life needs as the goal of developing writing ability, extending the contents and styles of composition, paying attention to the differences of students personalities, so as to promote students motivation on writing, improve their expressive ability in written form, develop their thinking and enhance their personality.Composition teaching in primary school should give full scope to students' subjectivity, bring their enthusiasm into play, complete the whole process of writing, rather than merely concentrate on "writing". Exposed to real life, students may have true knowledge and feeling for real life. While during the whole teaching process, there should be equal teacher-students communication. To practice composition teaching in primary school, a teach should first establish a view with regard to real life, and be concerned about life, so as to guide students to details of everyday life, and consequently, to improve their writing ability from perspectives of intellectual factors as well as non-intellectual factors. As far as the selection and assignment of topics, forms, and criticism are concerned, a teacher should break through traditions and give more freedom to students, so that they may enjoy writing and express their true feelings.