Study On Teaching Strategies For Third-Grade Primary School Assignments Based On The Use Of “Promoting Writing By Speaking”

With the continuous advancement of the new curriculum reform,the academic community has paid more and more attention to the research of Primary School Composition,and the subjectivity of composition has gradually returned,and students have more initiative.In April 2022,the Ministry of Education officially issued the Standards for Compulsory Education Language Curriculum(2022 Edition),replacing the previous "composition" with "expression and communication".Although it is only a simple change in terminology,it can be seen that the composition is still valued as a vehicle for expression and communication.As the beginning of the composition,the third grade of primary school plays a role in connecting the upper and lower levels."Speaking" and "writing" are both forms of expression of language and writing,and there is a close relationship between the two,and the organic combination of speaking and writing is expected to achieve the goal of win-win and achieve the goal of promoting writing by speaking.Therefore,this paper focuses on the teaching of composition in grade 3,investigates the current situation of composition teaching in grade 3 based on 308 students and 5 teachers in grade 3 of primary school,and conducts strategic research based on the perspective of promoting writing to complete the thesis.The research is divided into five chapters.The first chapter is the introduction,including research background,research purpose and significance,definition of related concepts,research status at home and abroad,and research methods.The second chapter is the construction basis of “promoting writing by speaking”.In this part,it analyzes the exposition of the expression of assignments in the curriculum standards and the relationship between speaking and writing.In addition,language psychology,constructive theory and learning transfer theory are taken as the theoretical basis of “promoting writing by speaking” in composition teaching.In the third chapter,questionnaire survey,analysis of works and classroom observation are used to investigate the current situation of third-grade students’ composition learning in W Primary School in E city.Interview five teachers in W Primary School and collect relevant classroom cases.Among them,the student questionnaire is set around students’ writing ability,writing habits,writing attitude and participation in speaking and writing.The teacher’s interview focused on the situation of composition,the understanding of "promoting writing by speaking" and the practical application.In the fourth chapter,from the perspective of teachers and students,we analyze and summarize the problems and reasons of the third grade composition teaching in primary schools.The fifth chapter expounds the strategies of “promoting writing by speaking” in the third grade of primary school students.In view of the problems summarized in the fourth chapter,the author puts forward corresponding promotion strategies from the perspective of teachers.(一)Clarify the “speaking and writing” goals before class,and select the “speaking and writing” content: integrate curriculum resources and clarify the “speaking and writing”goals;Multi-dimensional selection to enrich “speaking and writing” content;Carry out pre-class activities and accumulate homework materials;(二)Give full play to students’ subjectivity in the class and improve efficiency through “speaking and writing”: provide teaching situations to stimulate students’ interest;Focus on the writing process and implement the after-class homework tasks;(三)Improve the assessment methods of the exercises and provide feedback on the teaching of the exercises: teachers conduct targeted assessment and standardise students’ oral language;peers focus on assessment and pay attention to the criticism of the exercises.