Research on the Teaching Strategy of Writing Words for the Lower Grade Students in Primary School

Abstract

As the basis of assignment teaching, the importance of writing teaching is self-evident. How to implement the writing requirements of the new curriculum standards and put forward countermeasures for the current situation of writing teaching in primary schools, has naturally become an important topic worthy of attention and research in the field of primary school Chinese, so as to cultivate students' writing ability and promote the development of students' language literacy.

Full text

Research on the Teaching Strategy of Writing Words for the
Lower Grade Students in Primary School
Wen Yiting
School of Primary Education, Changsha Normal University, Changsha, Hunan, China
Abstract: As the basis of assignment teaching,
the importance of writing teaching is
self-evident. How to implement the writing
requirements of the new curriculum
standards and put forward countermeasures
for the current situation of writing teaching
in primary schools, has naturally become an
important topic worthy of attention and
research in the field of primary school
Chinese, so as to cultivate students' writing
ability and promote the development of
students' language literacy.
Keywords: Lower Primary School; Writing
Teaching Problem; Strategy
1. Formulation of the Problem
The Chinese Curriculum Standards for
Compulsory Education (2021 Edition) clearly
divides writing into three stages: writing,
assignment and writing. It stipulates that the
first and second grades of elementary school are
written words. The requirement of the new
curriculum standard for writing is "interested in
writing", but from what we have learned,
although most students say that they do not hate
writing, few students are willing to take the
initiative to write. And from their writing works,
there are also many problems: many typos, too
short in length, non-standard punctuation,
unclear logic, etc.
2. Significance of the Study
2.1 To Provide Methodological Reference for
Future Writing Teaching
In this study, we distributed a large number of
questionnaires to students, collected students'
written works, and conducted in-depth
interviews with teachers, and selected three
empirical survey methods. Among them, the
questionnaire survey method is the main
method, supplemented by the interview method
and the case analysis method, and the
comprehensive application of these three
empirical methods provides a certain reference
for the selection of methods for the future
teaching and research of writing teaching.
2.2 To Provide Reference for the Teaching of
Writing in the Lower Grades of Primary
School
Based on reading a large number of literature
and using three empirical survey methods, this
study studied the real situation of writing
teaching in the lower grades of primary school.
And find out the specific problems that exist
and the reasons behind these problems, so as to
propose feasible improvement strategies. Due to
my limited research ability and level, although
the theory formed has certain limitations, I hope
to pave the way for the future research on the
teaching content of writing in the lower grades
of primary school, and provide reference for the
theoretical research of writing teaching.
3. Survey Design and Analysis of Results
3.1 Survey Design
The main research line of this study is the
current situation of writing in the lower grades,
and according to the newly promulgated
Chinese curriculum standards, the teaching
target of writing is students in grades 1 to 2 of
primary school. Therefore, the scope of this
writing survey is the students in grades 1-2 of
Xinkang Primary School.
3.2 Survey on the Current Situation of
Writing by Students in the Lower Grades of
Primary School
In this survey, a total of 150 student
questionnaires were distributed and 143 valid
questionnaires were recovered, with a recovery
rate of 95.3%.
1. The current situation of writing by students in
the lower grades of elementary school
In this survey, 150 of the 1,076 students in the
first and second grades were randomly selected
for the questionnaire. According to statistics, 36
224
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(25.17%) of the 143 valid questionnaires were
in the first grade and 107 (74.83%) were in the
second grade.
(1) Most students have a high interest in writing
and voluntarily take the initiative to complete
the writing
According to the questionnaire, it can be found
that most students are interested in writing.
Table 1 Do You Like to Write?
Like it very much
like
ok
don't like it
don't like it very much
67
40
26
6
4
46.85%
27.97%
18.18%
4.2%
2.8%
The data shows that the majority of students
have a positive attitude towards writing, with
only 7% saying they don't like it. There are
different reasons for students' likes and dislikes,
which are reflected in Tables 2 and 3 of the
questionnaire, respectively.
Table 2 What Are Some of the Reasons
Why You Like to Write?
Write your own thoughts and record
your life
91
Master a skill and get good grades
61
Get praise from your teachers
26
I'm interested in writing
50
other
4
This question is multiple-choice questions, so
percentages are not calculated. The data shows
that the number one reason why most students
like to write is to "write their thoughts and
record their lives". "Mastering a skill and
getting good grades" and "being very interested
in writing" are also the main reasons why
students like to write, and students who like to
write in order to be praised by teachers are in
the minority. In the "Other" column, four
students wrote down different reasons, three
thought that writing would improve them, and
one thought that receiving praise from parents
made him enjoy writing.
It can be seen that students like to write more
from their own heart.
Table 3 Why Did You Write a Speech?
Teacher arrangement
Parental Requirements
Self-indulgence
other
30
13
93
7
20.98%
9.09%
65.03%
4.9%
Most of the students were able to write
voluntarily, some students thought that their
willingness to write was due to their parents and
teachers, and a few students said "it depends" in
the "Others" item.
Table 4 How Do You Complete the Writing?
Do it yourself
independently
You know how to write it only
when others write it
Need help from
others
Can't be done
117
0
25
1
81.82%
0%
17.48%
0.7%
The vast majority of students are able to
complete the writing on their own, a few
students can complete the writing with the help
of others, and a very small number of students
cannot complete the writing.
Table 5 What Do You Do When You Don't Write Well?
Ask someone around
you for help
Copy online
Scribble casually to
complete the task
other
126
0
0
17
88.11%
0%
0%
11.89%
The statistics in Table 3, Table 4, and Table 5 all
show that most students are able to write
independently and voluntarily, and even if they
can't, they will actively seek help from those
around them.
According to the above data, in general, the
majority of students are interested and can
voluntarily complete the writing, and relatively
a few students are not interested in writing.
Students who chose "I don't like it very much"
or "I don't like it very much" have the following
different behaviors in question 4.
Table 6 What Are Some of the Reasons
Why You Don't Like to Write?
It took a long time and didn't know what
to write
7
I have something in my heart but I don't
know how to write it
8
I never got praise from my teacher for
writing
4
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Can't write satisfactory sentences
10
A lot of words can't be written
8
other
2
This question is a multiple-choice question, and
only 10 students who choose the last two items
in question 2 can answer it. It can be seen that
children who do not like to write generally
think that writing itself is difficult, and there
will be situations such as "it takes a long time
and I don't know what to write", "I have
something in my heart but I don't know how to
write it", "I can't write satisfactory sentences",
and "I can't write many words", so they don't
have a good impression of writing. Among
them, 4 students believed that the teacher's
praise was an important factor influencing their
attitude towards writing.
(2) A small number of students face difficulties
in writing
In the questionnaire, many of the questions are
related to the students' daily writing, and from
the statistical point of view, the author found
that a small number of students will face the
following difficulties when writing.
Most students want to write about things when
they write, and they can write when they have
an idea or a good idea. A small number of
students face difficulties in writing: dyslexia,
lack of interest, lack of ideas, etc.
Among them, the students' thoughts mainly
focused on the following points: "I can't write a
lot of words", "I can't write a typo", "I can't
make sense of a sentence", "I can't write a
sentence", "I can't write a word", "I don't know
how to write", "I can't write a long time before I
can write", "I can't understand the question
(picture)", "I write too shortly", "I can't use
punctuation".
4. Existing Problems and Analysis of
Students' Writing in Lower Primary Schools
4.1 The Interest in Writing is Not High, and
the Motivation is Insufficient
Interest is the best teacher, generally speaking,
as long as a person is interested in something or
something, then he will focus his attention on
this thing and have a strong desire to touch this
thing and accomplish it. According to the
survey, 7% of the students in the second
question said that they did not have a good
impression of writing, in the fourth and fifth
questions, the students did not like to write for
various reasons: they could not write, they had
no ideas, etc., and in the seventh question,
30.07% of the students did not write voluntarily.
Students can't express themselves with feelings,
and they don't know why they want to write.
When writing becomes difficult, when writing
becomes a task, students lack interest and
motivation, and naturally do not want to write,
but mechanically deal with teachers and parents,
and over time it becomes a vicious circle.
4.2 The Written Expression is Not
Standardized Enough, and the Basic Skills
are Not Solid
In question 13, there are a few points in the
statistics: "I can't write a lot of words", "I make
a mistake", "I don't make sense of sentences",
and "I can't use punctuation". In particular,
there are many students who think that the
above points are difficulties when writing.
Combined with the analysis of students' works,
the author found that the current writing works
of junior students mainly have the problems of
indiscriminate use of words and punctuation
marks, which makes their writing works look
chaotic and of low quality.
Literacy is the foundation of students' reading
and writing. When the junior students write,
many words have not yet been learned, they
can't write, and they need to use pinyin instead,
but they are not very proficient in the use of
pinyin, which leads to a lot of mistakes in the
content of the words. This age is the transition
from spoken to written language, and they do
not know how to use written language, so they
cannot write clearly when they express
themselves.
4.3 Lack of Awareness and Materials for
Writing
The overall statistics of the questionnaire show
that most students have a good habit of writing
voluntarily, writing independently, thinking in
advance, and accumulating writing materials
from life and books. At the same time, there are
many undesirable phenomena: taking writing as
a task assigned by teachers and parents, not
being able to complete writing independently
(or even not being able to complete it), not
being able to actively accumulate writing
materials, and not being able to write.
A considerable part of students are reluctant to
write, will not take the initiative to write, and
are unwilling to accumulate, indicating that
students lack the awareness of writing and do
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not know the meaning and value of writing.
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