A Study On Teaching Design Of Miniaturized Writing In The High Section Of Primary School

In the context of the modern "scientific" era,for a century,researchers in China have been diligently pursuing a sequential and logical writing teaching with a rigorous system.In fact,due to its own properties,the subject of writing does not have a so-called "system" and "sequence",and the construction of systematic writing teaching still cannot improve the efficiency of writing teaching,and the status quo of writing teaching is still not optimistic.At this time,it is necessary to change the design thinking of writing teaching,give up the logical,academic and huge systematic design orientation,shift the basis of teaching objectives from knowledge orientation or logical system to realistic writing needs,and then develop and refine writing teaching contents according to writing teaching objectives and learning conditions.So far,when the misconception that "systematization" is equivalent to "scientification" has been criticized,the construction of a new paradigm of writing teaching that is anti-serial has become an option.The paradigm of miniaturized writing teaching is such an idealized choice,which opens up the vision of writing teaching and injects fresh blood into contemporary writing teaching.The article outlines the shortcomings and impracticalities of the systematic approach to writing teaching and introduces the research theme of "miniaturized writing teaching" by reviewing the research on systematic writing teaching at home and abroad in the past hundred years and combining the lessons and reflections related to it.The article first reflects on the characteristics and drawbacks of systematic writing instruction,discusses why there is an urgent need to transform the writing instructional format,and explains the idea of a miniaturized writing instructional format,and then discusses the necessity of implementing miniaturized writing instruction in the third grade.In order to support the stated reasons,the essay seeks a theoretical basis for learning and effective persuasion of the "urgent need for miniature writing instruction in the third grade.The paper uses a qualitative research approach to analyze the current status of the design of writing instruction in the third year of elementary school.The textual analysis method was used to analyze the assessment methods and contents of students’ post-writing work,so as to better identify the problems in teaching evaluation;the interview method and classroom observation method were used to collect first-hand research data and examine the current situation of the design of the third grade elementary school.Through the empirical study,we summarized the problems that teachers in the third grade of elementary school had in establishing the goals,selecting the content,teaching process and evaluation of the assignment teaching design,and analyzed the causes.The core of the article is to consider and propose strategies for the design of miniature writing instruction in the third grade of elementary school,namely,discussing the ways to grasp the learning situation based on the dimension of learning situation analysis;then determining precise teaching objectives based on the actual needs of students;developing micro-effective teaching contents based on the learning situation;building scaffolds in the actual teaching process;and providing objective evaluation criteria to enhance the orientation of teaching evaluation.To make the proposed strategies better internalized,the dissertation also designed a session of teaching practice.According to the writing requirements of the third grade of elementary school,the essay takes the three common problems of "writing concrete events","writing concrete scenes and objects",and "fictional stories are bland and uninteresting" as examples.In this article,we use the proposed miniaturized writing teaching strategy as an example to design a teaching plan,combine it with action research,and test its effectiveness in real practice.It was proved that the miniaturized writing instructional design helped change the way teachers thought about writing instructional design under the guidance of macroscopic thinking,and changed the wind direction of writing instruction.Secondly,the miniature writing instructional design in the third grade of elementary school clears the obstacles to systematic writing instruction and improves the relevance of the instructional goals to the actual writing difficulties,thus making the writing instructional design full of vitality.