Research On The Problems And Improvement Of The Intermediate Composition Comments In Primary School

As an important part of composition teaching,composition evaluation plays an irreplaceable role in teachers’ composition teaching ability and students’ writing level.This study takes the current situation of composition comments in A Primary School in Baotou City as an example,trying to find out the shortcomings of intermediate composition comments in primary schools,and on this basis,put forward improvement strategies to help play the role of composition comments.This paper mainly uses interview method,text analysis method,case study method and literature research method to analyze the current situation of intermediate composition comments in primary schools.The first part is the introduction,including the research origin,research issues,research methods,research significance and research overview.The second part first defines the relevant concepts of primary school intermediate composition comments;Second,clarify relevant theories;Finally,the content of writing and comments in the curriculum standards and textbooks are sorted out in detail to provide theoretical support for practical operation.The third part is an overview of the research design of this paper,including the research purpose,research object,research content.At the same time,through the use of various tools,the current situation and problems are analyzed from the four dimensions of the purpose,content,method and effect of the review.The fourth part traces the causes of the problems and provides a starting point for the optimization strategy.In the fifth part,from the perspective of teachers,aiming at the existing prblems,we put forward the optimization strategies to improve the intermediate writing comments in primary schools.This paper mainly puts forward the optimization strategies of the intermediate writing comments in primary schools from the perspective of teachers,in order to improve the current situation of writing comments and promote the smooth development of writing teaching.