Study On The Teaching Of Experiential Writing Of The Middle Grade Students In Primary School

The primary school teaching is the key stage for students' writing ability,and the primary school is the starting point of writing learning for children,we must lay a solid foundation in this stage.The current research results on the primary school writing teaching is good,but on the whole,there are still some deficiencies,the middle students writing teaching effect is not ideal.This study will address the existing problems in learning in primary school assignments,especially writing distortion phenomenon launched thorough analysis and research,put forward problems and reasons of the current primary school writing distortion,and for these reasons put forward experiential teaching countermeasures and suggestions,hoping to seek effective teaching strategies to improve students' writing ability in the middle.This paper is divided into the following five parts: the first part of the research background,purpose and significance of in-depth interpretation,and the relevant literature review;the second part of the definition of the concept.Defines the core concept of this study,detailed analysis of distortion and teaching experience of two key concepts,especially on the "distortion" criterion,principle of in-depth analysis;the third part of the middle primary school students experience teaching and case analysis.The theory of design exercises teaching process based on experience,and let the students writing,students' writing judgment results are distortion;investigation and analysis of the fourth part attributed to the distortion of the primary school students' writing.Through the interview method to analyze current status and causes of the middle primary school students' writing distortion;fifth part of the above case investigation and interview survey,put forward some specific teaching strategies,the change of middle students' writing distortion problem.