Research On The Teaching Design Of Senior Exercises In Primary School Based On Project-Based Learning

Writing is a Chinese practical activity in which students understand the world,recognize themselves,and creatively express themselves.Writing teaching has always been an extremely important part of primary school Chinese teaching,and is one of the important ways to develop students’ intelligence and cultivate their Chinese academic literacy.The writing ability of senior primary school students affects their learning of various styles,and even lays the foundation for later writing.However,in the practice of writing exercises teaching in senior primary schools,due to the lack of students’ interest in writing exercises and the misplacement of the main position of writing exercises,the effectiveness of writing exercises teaching is not high.Project-based learning emphasizes problem orientation,highlighting the dominant position of students in learning,helping to stimulate students’ interest in learning,and improving learning effectiveness.Therefore,this study is based on constructivist theory and project-based learning theory,attempting to apply project-based learning to the design of elementary school high stage essay teaching,in order to improve the quality of essay teaching,enhance students’ essay ability,and cultivate their core literacy.Project-based learning based instructional design for senior primary school exercises is a creative task of transforming the exercise.It focuses on the core knowledge of the exercise,sets up exercise driven issues,and conducts teaching planning for exercise practice in a learning community manner.It is conducive to achieving the objectives of elementary school advanced writing teaching,further optimizing writing teaching methods,stimulating students’ writing motivation,and developing language use abilities in writing practice.This study used questionnaires and interviews to investigate the current situation of writing teaching among 340 students and 9 teachers in three primary schools in S city,H province,and analyzed the survey data.Research has found that students are not interested in writing exercises,and their learning goals are utilitarian;The sentences and texts are randomly stacked,and the finished exercises are patterned;The awareness of optimizing works is weak,and the revision of exercises is simplified.At the same time,teachers have insufficient utilization of curriculum resources and a single teaching method.Based on empirical research,this study reveals the factors that affect the teaching of advanced writing exercises in primary schools from the perspectives of students,teachers,and the environment.The main factors include: obvious drawbacks of exam oriented education,and students’ lack of multiple experience accumulation;Students have a weak sense of autonomy,and the harm of Internet addiction is significant;The main position of the composition is misplaced,and there are psychological obstacles for students;Teachers have fewer teaching and research activities and outdated teaching concepts.Based on this,the teaching design of elementary school advanced exercises needs to follow the principles of authenticity,subjectivity,systematicness,and inquiry,and construct design elements from four aspects: exercise tasks,exercise core knowledge,driving issues,and exercise practice.At the same time,optimize the design process in practice,including: interpreting the assignments of the exercise and briefly outlining the project;Study the situation of students and determine the objectives of the exercise;Extract core knowledge and design driven issues;Initial evaluation criteria and sharing of exercise points;Build an exercise stand to provide problem-solving;Guide writing practice,observe and record performance;Organize results reporting and promote multiple interactions;Draw up performance evaluations to stimulate introspection.This study conducted two rounds of action research on the project-based learning based teaching design of elementary school advanced exercises: "I Am a Little Commentator · Introducing a Thing" and "I Am a Little Artist · People of All Forms" through four steps: formulating a plan,implementing a plan,reflective evaluation,and adjusting the research.The research was supplemented by questionnaires and text analysis methods to test the teaching effect.After two rounds of action research,it was found that project-based learning can improve students’ interest in writing to some extent,with nearly 90% of students expressing a preference for project-based learning in writing teaching;The level of students’ writing has improved to a certain extent compared to before the implementation of project based writing.