A Study On The Interface Problems And Coping Strategies Of Teaching Composition In Lower And Middle Elementary Schools

As the saying goes,"A building of ten thousand feet is built from the ground up," and writing is the foundation of composition practice.The standards suggest that writing objectives should be divided into school periods to reduce the difficulty of the beginning stages of student writing.In the lower grades,students are taught to write,while in the middle and upper grades,they are taught to write.For this reason,the curriculum standards put forward different requirements in terms of teaching objectives,teaching content,and evaluation criteria,and the Ministry of Education language textbooks also unify the arrangement of the content of the exercises.In such a realistic context,how teachers can guide students to successfully complete the transition from lower level writing to middle level composition is undoubtedly the most difficult problem.Therefore,in order to help students cross this hurdle successfully,this paper takes language teachers and students in the second and third grades of elementary school as the research subjects,and uses questionnaires,interviews,and text analysis to further understand the problems of the interface between the lower and middle grades of elementary school composition teaching,analyze the causes and propose reasonable countermeasures.This thesis is divided into five parts: the first part is the introduction,which mainly describes the reasons for choosing the topic of this paper,the significance of the study,the object of the study,the definition of the concept,the current situation of the study,and the research ideas and methods.The second part is the analysis of the arrangement of the content of the teaching materials,which is combined with the Language Curriculum Standards to make a comprehensive analysis of the arrangement of the writing and composition content in the language teaching materials of grades 2 to 3 of elementary school,and to discover the differences in the arrangement of the composition content of different grades.The third part is a survey of the current situation.Based on the questionnaire survey and teacher interviews,the results of teachers’ cognition of writing and composition articulation,teaching objectives,teaching contents,teaching organization and teaching evaluation are elaborated respectively,and the text analysis method is used to conduct an in-depth analysis of the composition contents of individual students in grade 3.The fourth part is the analysis of problems and causes.According to the survey results,it is found that the teaching interface between the lower and middle grades of elementary school is mainly faced with these problems,such as the lack of a macroscopic understanding of the assignment goal system,the disconnectedness of the assignment content arrangement of textbooks,the lack of targeted assignment teaching strategies,and the difficulty of students’ assignment training content to meet the standards.The article further discusses the causes of these problems from four dimensions: the standards,the teaching materials,the teachers,and the students.The fifth part is the articulation strategy.In order to solve the articulation problem in the lower and middle levels of the composition teaching,this article tries to put forward practical countermeasures from the dimensions of curriculum objectives,textbook content,teaching implementation,and teaching evaluation.First,language teachers should focus on the continuity of curriculum goals and set up developmental zones for students in the lower and middle levels of teaching.Secondly,teachers should fully understand the layout of the textbook and appropriately explore the training points of the exercises,including the "small exercises" and "use of words,sentences and paragraphs" after the text,as well as the use of punctuation marks in the selected text.In addition,teachers should actively cultivate an awareness of the connection between teaching and learning,and adopt appropriate instructional strategies,such as encouraging students to observe and read,and infiltrating knowledge of composition in writing instruction.Finally,teachers should enrich the content and form of assessment based on students’ work,such as group assessment and self-assessment.