| In the middle and upper levels of the unified edition of primary school Chinese textbooks,special writing units are arranged to develop students’ key competencies in writing in a systematic and targeted manner.As a crucial part of writing units,writing examples are exemplary texts for students to learn and imitate to help overcome writing challenges.In April 2022,the Chinese Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the Curriculum Standards)was officially released.Through adjustments in curriculum concepts,curriculum objectives and curriculum implementation,it provides new guidelines for teaching strategies for writing examples in primary school Chinese,that is,“focusing on the progressively advancing property of example texts in combination with school phase requirements”,“exploring the exemplar function of example texts based on key competencies” and“utilizing evaluation feedback to leverage the ought-to-be values of example texts”.In response,teachers should innovate and optimize their teaching strategies based on an interpretation of the Curriculum Standards.To identify the current status of teaching strategies for writing examples in primary school Chinese,this thesis conducts a case study of 313 primary school Chinese teachers in Chongqing and Chengdu using questionnaire surveys with interviews as supplementary.According to questionnaire survey and interviews,some teachers have accumulated a series of practical experiences,including establishing the teaching goals of writing examples based on specific learning situations,evoking students’ existing life materials with the help of writing examples,and guiding students’ understanding of writing knowledge based on textual contexts.However,there remain flaws in their teaching strategies,such as not sufficiently guiding students to analyze heterogeneous texts,not closely combining writing examples and the reading aid system,and presenting writing examples in a rigid manner,which prevents the teaching of writing examples to bring out their proper value.In light of the existing defects,this thesis carries out attribution analysis from the teachers’ perspective.Based on data gathered from questionnaires and interviews,factors contributing to the aforementioned defects include teachers’ limited understanding of writing samples,their neglect of developing the connectivity of writing samples,and their failure to clarify the multifaceted functions of writing samples.Exemplar teaching theory emphasizes facilitating learners to master knowledge patterns through studying and researching typical materials within specific disciplines.On the other hand,the cognitive assimilation theory highlights the necessity to observe the principle of “constant assimilation and integrative fusion” and employ the strategy of “advance organizer” to help learners establish the connection between old and new knowledge.These two theories provide theoretical support for the optimization route of writing example teaching.As such,this paper aims to establish the optimization route of writing example teaching strategies for the elementary school Chinese subject based on the exemplar teaching theory and cognitive assimilation theory in combination with specific teaching cases.First,teachers should clarify the teaching goals that focus on breaking through writing difficulties;Second,diverse means should be adopted to facilitate students’ acquisition of expression skills;Third,the reading aid system should be employed to build a scaffolding for teaching writing examples;Fourth,resources should be integrated to enrich the content of writing examples teaching;Last,examples should be flexibly embedded to provide students with guidance throughout the writing process.In doing so,this is expected to help students internalize writing knowledge and improve their writing skills. |
