A Study On The Teaching Of Chinese Practice Writing With The Text In The Second Grade Of Primary School

In the current language teaching,the teaching form of combining reading and writing has received sufficient attention.As an important bridge between reading and writing,the accompanying writing practice is of great significance to improving students’ reading and writing abilities.With the introduction of unified textbooks,the importance of the accompanying writing practice in teaching has become more and more prominent.However,in reality,due to the lack of proper interpretation of teaching materials and the lack of corresponding guidance and design,the teaching of writing practice has not achieved the expected teaching effect.Therefore,this study investigates the current situation of writing practice in the second grade of elementary school.First of all,this study analyzed the relevant literature to elaborate the research process of writing practice teaching,and clarified the connotation of writing practice teaching and the theoretical basis of writing practice teaching.At the same time,the analysis of the unified textbook clarified the layout characteristics and teaching functions of the accompanying writing.Secondly,on the basis of the above theoretical analysis,this study took the internship school as an example and used questionnaires,interviews and other research methods to understand the current teaching status of the second grade language essay writing from both students and teachers,and discovers the problems arising from the current essay writing teaching by combining students’ works and classroom teaching records.The problems are mainly manifested at two levels: teachers’ inappropriate design,inappropriate teaching guidance,and incomplete evaluation of writing practice;students’ problems are mainly manifested in their written expression.Thirdly,from these two levels,the author analyzed the reasons behind.The reasons at the teacher level are: the influence of teachers’ own view of reading and writing combination,teachers’ inappropriate interpretation of teaching materials,and the lack of effective evaluation mechanism.The reasons at the student level are: students’ weak awareness of writing practice,lack of awareness of material accumulation and awareness of reflective revision.Finally,in response to the above problems,the author proposed countermeasures for improvement by observing examples of quality teaching lessons and analyzing relevant literature.That is,study the teaching materials and clarify the target of writing practice;interpret the text and design the content of writing practice;study the learning situation and strengthen the instruction;optimize the evaluation and improve the effectiveness of writing practice.