To Cultivate Students' Reader-awareness Through Composition Teaching Practicing And Exploring In Elementary School

It has been more than eight years of the eighth Curriculum Reform since the founding of the Peoples'Republic of China and the idea of the new curriculum reform has been widely circulated in the practicing field of composition teaching in elementary schools. Some excellent teachers have carried on a lot beneficial exploration in the perspective of curriculum implementation and achieved a certain degree of achievements. However, in general, most of the composition classroom teaching in elementary school works in an unsystematic way. The students' general writing competence has not been improved obviously. The teachers' insufficient experience and incompetence resulted in the slow improvements in composition teaching, but the main crux of the problem lies in that there isn't enough study on composition teaching in elementary school, and the Chinese teachers in elementary schools has deviations in the theoretical understanding of pupils' writing activities. One manifestation of these deviations was disregarding reader-awareness in writing. The fuzziness of the purpose in writing activities and the neglect of reader-awareness are one of the bottlenecks to hinder improving the quality of composition teaching in elementary school in China.Based on the above understanding, the main purpose and task of this study are defined as follows: to explore effective teaching strategies and teaching approaches of composition teaching in elementary school to cultivate pupils' reader-awareness through experimental studies on classroom teaching. This thesis dissertation is divided into three parts. The focus of the first part is to state the reasons to develop the students' reader-awareness and aims at stating the necessity and possibility of raising students' whole writing level by developing reader-awareness by showing the reflections on the issues stand out by composition teaching in the process of curriculum implementation in elementary school and the analysis of questionnaire survey on teachers. The study shows that the consciousness of reader-awareness in composition teaching in elementary school was weak, and it was in non-conscious stateneglected to cultivate pupils' reader-awareness. Therefore, to cultivate pupils' reader-awareness in writing should be one of the important tasks of current composition teaching in elementary school.The second part mainly answers how to develop students' reader-awareness. It should be based on experimental study which lies on a practical level to explore effective teaching strategies and teaching approaches in composition teaching in elementary school to cultivate pupils' reader-awareness. The study concludes five types of teaching strategies and three approaches.The teaching strategies are: (1) designing writing situation to arouse the reader-awareness; (2) creating communication opportunities to activate reader-awareness; (3) expanding interactive platform to strengthen reader-awareness; (4) stimulating peak experience to reinforce reader-awareness; (5) strengthening the modifying guidance to form reader awareness.The teaching approaches are: (1) cultivation approaches based on teaching writing; (2) cultivate approaches based on teaching reading; (3) cultivating approaches based on integrated practical activities.The third part of this dissertation focuses on testing the validity of the teaching method of cultivating students' reader-awareness in composition teaching, so as to prove that this method can promote the students' writing skill with remarkable result. The study finds out that fostering students' reader-awareness through various kinds of teaching approaches and with flexible application of a variety of teaching strategies in composition teaching can improve the composition teaching in elementary school and raise the writing competence of pupils. The study shows a valuable starting point for composition teaching reform in elementary school, and, furthermore, it explores and summarizes some effective strategies and approaches. These findings will help promote to turn the idea of the new curriculum reform into actualization in composition teaching in elementary school, promote teachers to change their composition teaching methods and students to change their composition learning styles and improve the students' writing ability.