Primary School Chinese Metaphor-Teaching Writing Research

Writing and people are interrelated and has important significance and practical use to each of us. However, in reality, students writing should not be optimistic about the current situation. Using Primary School Chinese as an example, there are problems such as this: student writing on the lack of interest, or even fear; the content of composition is falsehood and adult, writing is lack of true feeling and creativity. This study based on the concept of the new curriculum reform, using the literature analytic method, the interview method, the logical speculation method and so on, this paper applies the knowledge of metaphor theory, Subject Education theory, the Dialogue Teaching theory, Chinese teaching theory, to table a proposal about actualize Metaphor-Teaching Writing in Primary School Chinese teaching. On the teaching aim, ultimate aim is cultivate creativity and Chinese accomplishment to form personality which core is free personality. In the teaching process, it should be respect the subject status and individual difference of students, exert the creativity of students. On the appraise of writing, break the ossification and unitary teacher's appraise mechanism, using the pluralistic method to enhance the writing level of students.This paper is divided into six parts:The first part is preface. It is a brief introduction to the reason, purpose, meaning, history and research methods of the research.The second part is to introduce the meaning and character of the Metaphor-Teaching Writing. And explain the concept and function of metaphor.The third part is the theory basis of the Metaphor-Teaching Writing. It is a brief introduction to correlative theory such as metaphor theory, Subject Education theory, Dialogue Teaching theory. The fourth part is the process of the Metaphor-Teaching Writing. It includes four steps, set up the circumstance to inspire student's interest, using metaphor to training creative thought, group by group discuss to creative practice, cooperate to pluralistic appraise.The fifth part is the basic request of the Metaphor-Teaching Writing. It includes the teaching fundamental and the request for teacher.The last part is epilogue. It is the lack of the Metaphor-Teaching Writing and amelioration as well as the direction of the follow-up study.