A Study On Teaching Strategies Of Elementary School Documentary Composition Based On Observation

Observation is the basis of writing and the source of writing.With the new round of basic education curriculum reform in China and the promulgation of new curriculum standards,the teaching of composition,which is the focus of language teaching,has placed more emphasis on students’ acquisition of writing materials from observation.Imaginative composition and factual composition are the two basic types of elementary school composition,of which factual composition accounts for the majority.However,the current teaching situation of elementary school factual composition is not optimistic,there are no words to write,distortion of the exercise,haphazard,uniform and other problems.In order to solve these problems,this paper investigates the teaching strategies of elementary school factual composition based on observation.This paper is divided into five parts: the introduction part,which explains the reason for this thesis,the current situation of domestic and international research,and the research design.In the first part,the core concepts and theoretical foundations of this study are explained.The first part defines the concepts of "observation","realistic composition" and "teaching strategy",and the second part elaborates Tao Xingchi’s theory of life education and constructivist education theory.This part of the thesis lays a strong theoretical support for the research.The second part investigates the current situation of elementary school realistic composition,and summarizes that elementary school students’ realistic composition "lack of interest in composition","lack of material for composition","lack of observation ability",and "disconnect between observation and documentation".The third part of the study summarizes the four problems of elementary school students’ realistic composition: "lack of interest in composition," "lack of material for composition," "lack of observation ability," and"disconnect between observation and writing.The third part outlines the types of observation and observation methods commonly used in elementary school students’ realistic compositions,introduces the function of observation for realistic compositions,and provides the premise for the study of observation-based strategies for teaching elementary school realistic compositions.The fourth part proposes strategies for teaching observation-based elementary school journalistic composition,which mainly include entering students’ lives to stimulate interest in composition;conducting effective observation to generate experience in composition;encouraging timely writing and recording to generate material for composition;conducting peer conversations to stimulate thinking in composition;and teaching methods to support the smooth expression of composition.The fifth part is an analysis of the design of elementary school narrative composition teaching and a comparison of compositions.The first part presents the design examples of elementary school narrative composition teaching for four types of writing objects and observations,including people,scenes,objects,and events,to show their different applications of observation methods and structured teaching processes;the second part compares elementary school students’ narrative compositions formed before and after observation,to reflect the reconstruction of the "teaching structure" of elementary school narrative composition teaching based on observation and its impact on elementary school students.The purpose of this study is to demonstrate the reconstruction of the"pedagogical structure" of observation-based elementary school narrative composition and its pedagogical function for elementary school students’ narrative composition.