Research On The Teaching Strategies Of Chinese Writing Course In Primary School Under Communicative Context

Cultivating students’ abilities of listening,speaking,reading and writing is an important part of Chinese teaching.These four abilities are the foundation of helping students form good Chinese literacy.Among them,the writing ability is the comprehensive embodiment of students’ Chinese literacy.Because writing is the externalization of students’ thinking activity,students need to convert internal thinking activity or external oral language to written language.And in face of different subjects,purposes or objects,different discourse expression is needed,which is closely related to the students’ ability of language use.All of these show the importance of cultivating students’ writing ability in Chinese teaching.However,there are many problems in the current writing teaching.For example,students are unwilling to write or cannot write,teachers’ writing teaching concept is obsolete,teachers use improper teaching strategies,and teachers ignore the writing communicative function.All of these problems affect the enthusiasm of students and hinder the development of students’ thinking and the cultivation of their expression ability.Communicative context writing teaching emphasizes that writing is the construction of discourse in a specific context,advocates the cultivation of students’ awareness of readers and communicative awareness in writing,and gradually returns to the essence of writing teaching.Therefore,to carry out the writing teaching in the communicative context in primary school can improve students’ enthusiasm for writing and make them willing to express themselves.Meanwhile,it can also provide teachers with new ideas for writing teaching,thus improving the quality of writing teaching.According to the systemic functional linguistics theory,social communicative function is the basic function of language.As a kind of language teaching,writing teaching should follow the principles of language communication,which is consistent with the teaching philosophy of writing in communicative context,and can provide theoretical support for the optimization of teaching strategies under communicative context.In order to master the current situation of writing teaching strategies adopted by teachers in the communicative context,256 Chinese teachers in primary schools in Chengdu,Chongqing and Zigong are selected as the research objects.The questionnaire method is mainly adopted,supplemented by interviews with teachers and students to collect research data.The survey data has been analyzed from the following four aspects,including teaching consciousness,teaching methods,teaching results and teaching evaluation.It is found that teachers have gained relevant practical experience in writing teaching strategies under communicative context.For example,most teachers can create writing teaching situations with the help of multimedia technology.Many teachers are good at analyzing writing examples to help students sort out the main points of writing.And some teachers pay attention to the method guidance of students in the writing process.However,there are still some problems to be solved,such as teachers’ separation from contextual elements when analyzing writing tasks,the situation created by teachers not highlighting the communicative function,and the single and fixed form of writing evaluation.The above problems are caused by many factors,such as teachers,students and schools.However,teachers play a key role in the writing teaching process,so it is more reasonable to analyze from the perspective of teachers.Through further analysis,it can be seen that the above problems are mainly caused by teachers’ deviation in understanding of communicative context elements,creating situations without considering the real needs of students,and lacking of innovative consciousness in writing evaluation and so on.In view of this,according to the core viewpoint of systemic functional linguistics theory,which emphasizes the social communicative function of language and language teaching should follow the principle of language communication,and combined with the actual research data,this paper further puts forward the optimization path of writing teaching strategies under communicative context.First of all,teachers can cultivate students’ reader awareness by combining reading and writing,and gradually deepen their reader awareness in daily writing activities or writing sharing.Secondly,teachers can conduct in-depth analysis of writing tasks and create a communicative context based on students’ learning experience,so as to stimulate the students’ interest about writing under communicative context.Thirdly,teachers can clarify the specific elements of the communicative context and properly relate them so as to give students purposeful guidance.Fourthly,teachers can encourage students to communicate boldly in class,enhance the interaction between teachers and students,and train students’ language expression ability.Finally,teachers can strengthen the communicative consciousness,develop diversified writing evaluation forms,highlight the communicative function of writing and stimulate students’ interest about writing,which helps to enhance the writing teaching effect.