Investigation And Study Of The Implementation Situation Of Primary School Chinese Individualized Composition Teaching

Personalized composition teaching breaks the concept and model of traditional composition teaching.In teaching,it emphasizes respecting the individuality of students and allows students' imagination and creativity to develop freely.With regard to the concept of composition teaching,“Standards for Chinese Curriculum for Full-time Compulsory Education” especially advocates personalized composition teaching.In order to understand the current status of individualized composition teaching in primary schools,this study investigated the current status of the implementation of personalized composition teaching in S primary school in Tianshui city(hereinafter referred to as S primary school).S Primary School is among the first group of experimental schools to undertake the “Study on the Individualized Development of Composition of Primary and Secondary School Students” of the “Tenth Five-Year Plan” of the Central Teaching and Research Institute.The school has achieved comparatively significant experimental results in the implementation of personalized composition teaching in primary schools.Studying and summarizing the school's personalized composition teaching achievement is of great value for promoting personalized composition teaching.This research makes use of the questionnaires of the status of personalized composition teaching,the observation of writing classroom teaching,the analysis of students' works,and other research methods.It finds that composition teaching in S primary school achieves a return to life and fully demonstrates student's personality;composition teaching can optimize evaluation and promote personality.It can improve the level of composition teaching;Through extensive reading,students' writing is more personalized;Teachers use in-depth guidance to optimize personalized composition teaching;Teachers implement personalized composition teaching to improve the level of composition teaching,so that students no longer fear composition.Personalized composition becomes a need for expression.Through investigation,it has also found that after many years of personalized composition teaching,S Primary School has initially constructed a compositional evaluation system for composition.Although S Primary School has achieved a series of successful experiences in the teachingof personalized compositions,there are also some existing problems,such as: the concept of personalized composition teaching needs to be further implemented;the cultivation of students' thinking ability and observation ability is not sufficient;the cultivation of students' imagination in teaching needs to be strengthened;the level of personalization of propositional composition needs to be improved;composition teaching fails to stimulate students' interest in writing.In view of the existing problems,this study proposes corresponding improvement strategies,which mainly include the following points: It establishes the position of “students are the masters of learning” in the individualized composition teaching;through the individualized composition teaching and training,the students' thinking ability is developed;Multi-angle individualized composition teaching develops students' observation ability,helping in cultivating imagination,improving pupils' individualized writing level,letting propositions in personalized compositions full of “wisdom”,stimulating students' individual writing desires and establishing personalized composition teaching Evaluation system.This study will provide important reference value for the implementation of personalized composition teaching in other primary schools by summarizing the current status of individual composition teaching in S Primary School.