The Problems And Improvement Strategy Of Language Writing In Rural Primary School

In the primary school Chinese curriculum standards,the low-level composition learning process is called writing teaching,and the middle-level and high-level composition learning process is called practical teaching.The purpose is to reduce the difficulty of writing in the second half and increase students' interest in writing.The writing teaching in the second half is also the cornerstone of the middle and upper grades.The level of writing depends largely on the study of the middle and upper grades.The study believes that the learning of writing not only includes the teaching of teachers,but also the learning of students.At present,teachers do not pay enough attention to writing teaching in rural writing teaching.Students are unable to start writing writing.They are reluctant to write writing and have the evasion psychology.Therefore,the author deeply studies the problems in writing teaching in rural areas and keeps up with the new curriculum reform for writing teaching in rural areas.It is very necessary to propose practical teaching strategies to improve the current writing teaching situation.This study uses a questionnaire survey to understand the current problems in rural writing teaching.At the same time,using interview methods and classroom observation to go deep into the writing classroom of Chinese teachers.It analyzes the reasons for the problems in writingteaching.And according to the problems and reasons,it proposes a strategy to improve the teaching of rural writing.The existing problems are mainly explored from the aspects of students and teachers.In terms of students,the interest in writing is not high;the purpose of writing is utilitarian;the ability to write is insufficient and the practice and inspection habits of writing are not good.In terms of teachers,it is mainly a lack of understanding of writing teaching,including insufficient attention to writing teaching and insufficient grasp of students' interest.Insufficient ability to design writing instruction,including insufficient understanding of teaching objectives,inadequate selection of teaching content,single teaching method,poor teaching resource development,and unification of teaching evaluation.The implementation of writing instruction is inefficient,which includes low implementation frequency and weak reflection awareness.The reasons for the above problems are mainly analyzed in four aspects: students,teachers,schools and families.Based on the analysis of the above problems and reasons,the study believes that the rural writing teaching can be improved from the following aspects:(1)Pay attention to the status of writing and enhance teachers' ability to diagnose academic conditions.(2)Establish teaching concepts and improve teachers' ability to writeand design.Including in-depth understanding of curriculum standard requirements,clear teaching objectives;reasonable use of textbooks and living environment,enrich teaching content;enhance teachers' professional skills,optimize teaching methods;innovative writing evaluation model,enriching evaluation methods.(3)Improve the teaching level and enhance teachers' ability to write words.Including reasonable arrangement of writing teaching courses to ensure writing hours;enhance the importance of Chinese teachers to reflect on writing teaching.(4)Create a writing atmosphere and improve the home-school cooperation system.Including schools to increase the importance of writing and create a writing atmosphere;parents actively cooperate with teachers and strive to create a writing atmosphere.