Research On Application Of Experiential Reaching In The Writing Teaching Of The Third Grade Of Primary School

The third grade is the beginning grade of the second semester.As the formal beginning of writing teaching in elementary school,it plays a key role in building on the past.This stage of writing teaching faces many tasks such as cultivating students’ writing interest and self-confidence,developing good writing habits,training students to switch between oral and written languages,and training students to gradually move from specific image thinking to abstract logical thinking.There are many serious problems and difficulties.Various problems caused by teaching tasks exist in many aspects of our basic textbooks,curriculum design,teaching arrangements,and different teaching phenomena.The most prominent phenomenon is that students have difficulty writing.The text is a large blank with few words.There is no way to "fill" the entire writing with rich content.This reflects that the most fundamental problem in our writing teaching is that students lack sufficient life experience and personal experience,and there is no writing material.Therefore,how to solve this problem,protect students’ writing interest and help them achieve free and autonomous expression,and write the state of my mind with my handwriting is the most important task at this stage.In view of this problem,this article chooses the method of experiential teaching,and explores the application of experiential teaching in the third grade elementary school homework teaching.Based on the current status and tasks of third-year writing teaching,this article first determines the theoretical and practical basis for research development,collates the existing literature and materials,determines the focus and breakthroughs of the research,and investigates the current status of third-gradehomework teaching to find the research reality.starting point.Secondly,further analyze the development characteristics of the third grade students and the requirements for the third grade assignments in the curriculum standards,conduct an in-depth feasibility analysis of experiential assignment teaching,and highlight their advantages and significance.Finally,through the development of classroom scenarios,the construction of scaffolds to guide assignments,and the strengthening of readers ’consciousness,a two-way bridge is established between the assignment study and the students’ existing experience development and future ability creation.Generate new experiences of self-emotional derivation in the experience to promote the growth of students’ expression ability.At the same time,this study was conducted in strict accordance with the requirements of the third-year Chinese unit assignments in the unified edition,and in accordance with the curriculum standards(2011)for the third-year assignments.The theory and real classroom were combined to guide the practice with theory.The theory will be continuously enriched by practical results to provide evidence-based practical strategies for better meaningful writing teaching.