Research On Composition Teaching Strategies In Upper Primary Schools From The Perspective Of Cognitive Learning Theory

Composition teaching has a long history in the history of Chinese education.According to historical records,there was a relatively formal composition teaching form in the Western Zhou Dynasty.With the change of social form,social system and Chinese narrative mode,the form,value and language of composition are gradually replaced.Composition teaching although with the change of The Times,but it is still an indispensable part of Chinese teaching,is one of the main content of Chinese classroom.China’s traditional writing teaching theory pays great attention to the "text" research on the author’s world view,life experience,temperament,etc.,and ignores the care for the internal cognitive process of the writing subject.Cognitive learning theory mainly explores the psychological processes of human beings in the learning process,and writing activity belongs to a cognitive work,which is closely related to our brain activity and contains complex cognitive activities and abilities.The upper grade of primary school（grades 5-6）is the third section of compulsory education,and the teaching of Chinese composition in the upper grade of primary school is the transition period between primary school composition teaching and junior high school composition teaching,which plays an important role in carrying on from top to bottom.However,the writing status of students in the upper grades of primary school is not optimistic,there are still some problems,and the effectiveness of student writing and teacher teaching is not good.This paper is based on the theory of cognitive learning,with this as a guide,the questionnaire survey of the teaching status of senior composition in practical schools,the analysis of data and thinking about the problems and reasons of senior essay teaching,and providing some new solutions for the teaching of composition in the upper grades of primary schools.The main content of this thesis consists of the following five parts:The first part is an introduction,which discusses the background and significance of the research of this topic,and inquires in detail about the research status of composition teaching and cognitive learning theory in the upper primary school through the literature research method,revealing the value of the research of this topic.The second part explores cognitive learning theory and the teaching of composition in the upper primary schools.This section mainly analyzes the relationship between cognitive learning theory and the teaching of composition in the upper primary schools on the basis of an overview of the theory of cognitive learning and the teaching of composition in the upper primary schools,and clarifies the theoretical basis of thesis research.The third part investigates the current situation of composition teaching in the upper grades of primary schools from the perspective of cognitive learning theory.This section designs related questions from the perspectives of questionnaire survey and teacher interview,and statistics on the actual situation of composition teaching in the upper grades of primary schools.The fourth part is based on the investigation of the current situation in the third part,starting from the cognitive learning theory,summarizing the problems in the teaching of composition in the upper grades of primary schools and analyzing the causes of the problems.The fifth part is an analysis of the strategies for teaching composition in the upper grades of primary schools from the perspective of cognitive learning theory.This part aims at the existing problems raised in the fourth part,guided by cognitive learning theory,and proposes effective strategies from both teachers and students,with a view to opening up a new way of thinking to solve the problem of composition teaching in the upper grades of primary school.