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Research On The Application Of Mind Visualization In Writing Conception In Upper Primary School

Posted on:2024-04-11Degree:MasterType:Thesis
Country:ChinaCandidate:R Z WuFull Text:PDF
GTID:2557307112973329Subject:Education
Abstract/Summary:PDF Full Text Request
As an important communication and communication tool in social life,language learning has always attracted much attention.Writing teaching aims to improve learners’ ability to use language and writing,help students cultivate language literacy and improve their comprehensive ability in active language activities.As the shell of thinking,language learning is naturally inseparable from the training of thinking.Primary school is the golden period of students’ language and thinking development,and the status and role of writing teaching are undoubted.The continuous advancement of the new curriculum reform has exposed the shortcomings of the long-term teaching mode of teaching writing first and writing later,and has repeatedly fallen into difficulties in practice.In order to get out of the predicament,researchers actively carry out the exploration of the transformation from result writing to process writing.Writing teaching under the guidance of the concept of thinking visualization came into being,which provides directional guidance for teaching by revealing complex thinking processes to develop students’ thinking skills and improve their writing skills.This study first sorts out the relevant literature,takes the relationship between thinking and writing as the starting point,sorts out the writing teaching mode that appears under the background of the new curriculum reform,and sorts out the main foreign writing teaching modes today,summarizing their characteristics,so as to understand the development of the writing teaching mode.Then,returning to the current situation of writing teaching in the upper primary school,in the form of a questionnaire for senior primary school students,we will understand the main problems of upper primary school students when learning to write,and combine the child development theory and writing teaching theory to analyze the reasons behind it,so as to provide a realistic basis for the exploration of thinking visualization and writing conceptual exploration in the upper primary school.Based on the survey of teachers and students,the author finds that there are three main problems in the practice related to the teaching of thinking visualization: first,the understanding of thinking visualization is narrowed;Second,fall into the solidified concept of "teachers first";Third,lack of writing thinking training.At the same time,the lessons of three famous writing teachers are selected for analysis,and the elements of optimizing the teaching of writing ideas are extracted.Based on the current situation,combined with the teaching elements of writing conception extracted in the case analysis,and then integrate the concept of thinking visualization into writing teaching,try to construct the teaching mode of writing conception under the guidance of the concept of thinking visualization,and extract four links of thinking visualization applied to the teaching activity model of writing conception: determine the center-thinking divergence-supplementary adjustment-deliberation and integration,and apply it to practice,and then verify its feasibility through teacher interviews and students’ feedback.It proves that the writing concept teaching model guided by the concept of thinking visualization is feasible and can bring positive results,and can provide a reference for writing teaching for teachers.
Keywords/Search Tags:Mind visualization, Upper Primary School, Writing ideas
PDF Full Text Request
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