Research On The Teaching Design Of "Writing Unit" In The Middle Grade Of Primary Chinese

In the context of basic education curriculum reform,reading and writing are important elements in cultivating students’ core language literacy,and reading and writing have become an inseparable and interrelated organic whole.However,in reality,teachers tend to neglect the cultivation of students’ writing ability,and the emphasis on reading but not on writing has been a persistent problem in language teaching.In order to improve the status of writing in elementary school language teaching,the unified elementary school language teaching materials set up a writing unit,which is intended to explore the relationship between reading teaching and writing teaching,so as to build a relatively independent writing teaching system,cultivate students’ writing ability and promote the improvement of students’ writing literacy.Therefore,in order to investigate how teachers can use the exercise units to develop students’ writing ability in the middle elementary grades,this study conducts an in-depth research on the teaching design of the writing units in the middle elementary grades.The first chapter is an overview of the design of the middle elementary grade language assignment unit,defining the core concepts of the middle elementary grade,the assignment unit,and the assignment unit instructional design,and analyzing the basis and characteristics of the middle elementary grade language assignment unit instructional design to lay a solid theoretical foundation for the study.The second chapter uses text analysis and interview survey to build a text analysis framework from three dimensions: front-end analysis,teaching objectives and teaching process,analyze the collected texts of the middle grade elementary school language exercise unit teaching design,and conduct structured interviews with eight language teachers to summarize the main problems in the current middle grade elementary school language writing unit teaching design:(1)weak awareness of learning situation analysis,analysis(2)deviations in goal orientation,and the core goals are not prominent;(3)excessive attention to reading texts,and the absence of exercise guidance;(4)arbitrary design of writing practice activities,and lack of in-depth development;(5)formal integration of boards,and difficult to connect flexibly;(6)single methodological process,and not easy to cultivate interest in writing;(7)neglect of guidance in writing,and subjective assessment criteria.The third chapter analyzes the causes of the problems in the teaching design of primary middle grade language writing units,and summarizes the causes in three aspects: the influence of the exam-oriented education environment,the shackles of traditional teaching ideas,and the weak professionalism of teachers.The fourth chapter discusses five aspects: promoting professional development and improving design ability;precisely positioning the goal and clarifying the unit direction;based on the unit as a whole and unifying the teaching content;building a scaffolding bridge to help the teaching of writing;paying attention to the guidance of writing and innovating the evaluation system,in order to improve the scientific and effective design of the middle grade language writing unit teaching in elementary school,so as to help students improve their writing literacy.