A Study On The Interactive Teaching Of English Writing In Primary School

Writing is one of the four basic skills of English learning process that the learners have to grasp. It is an important part of English teaching indispensable. How to improve the efficiency of English writing teaching, and raises the student good English writing skills, is a major issue worthy of study and discussion for all English teachers. However, the current writing teaching in primary school English is not just as we wished. Many primary school English teachers ignore the teaching of writing. They don’t have effective teaching methods and strategies in the teaching of writing. Their teachings are often teacher centered, and lack of interactions, which lead to low efficiency of teaching, and make the students generally dislike English writing.This paper is based on the teaching of practical English writing. Through theoretical research, it puts forward the interactive teaching of English writing in primary school. This teaching approach focuses on the interactions between students and students, teachers and students in classroom teaching. In the sections of writing preparation, first drafting, discussion, revision, evaluation, and modifying, they keep on interacting to each other, in order to strengthen the students’ self-consciousness and mutual cooperative awareness in learning English. It also can stimulate students’ interests in English writing, improve students’ English writing level and comprehensive language using ability, then enhance the effectiveness of the teaching of writing.This paper consists of six chapters. The first chapter is the introduction, mainly introduces the research background, the research issues, the research purpose and meanings, and the research methods. The second chapter is the literature review, mainly analysis and summarizes the research on interactive teaching and writing teaching at home and abroad. The third chapter is the theoretical basis. It discusses the five theoretical basises of the interactive primary school English writing teaching, the interactive teaching theory, the social constructivism theory, cooperative learning theory, the language output theory, and the length approach theory. The fourth chapter is the teaching strategies of interactive English writing in primary school. This paper puts forward five teaching strategies, namely the heterogeneous grouping, to construct interactive time and space; task driven, to stimulate their writing motivation; providing support, to activate writing language; mutual cooperation, to optimize the language output; formative assessment, to show the writing achievements. The fifth chapter is experimental studies of the interactive teaching of English writing in primary school. Based on the fifth graders in two classes, we conducted an experimental teaching for a year. We, respectively, carried on a statistical analysis of pre-test and post test scores between the experimental class and the comparative class by using SPSS 19.0 statistical package of social sciences. We also carried out two questionnaires on the experimental class about their writing emotions and attitudes before and after the experiment, and analyzed the results of the investigations statistically. The results show that the experimental class’ writing result was much better than that in comparative class, and the experimental class students’ interest in English writing has improved significantly. That’s to say that the interactive English writing teaching approach we have carried on can improve students’ writing interests and English writing performances. The sixth chapter is the reflections and inspirations of interactive English writing teaching in primary school. Through the teaching experiment and research, this paper puts forward five teaching reflections and inspirations.