National Research Study Report

Executive summary

“National Research Writing Teaching” is based on students' research-based learning activities and will “actively collect, accumulate essay material and experience, and generate writing” when “propose questions, observe, read and seek knowledge, practice exploration, produce life and emotional experience” and students' compositions. Impulse and written communication needs are unified; the process of "actively exploring new knowledge, discovering, generating new experiences, and actively expressing communication and demonstrating results" is unified with "the main action text uses the written language to conduct 'real communication'"; "Composition" has become a tool for students' research learning, effectively cultivating students' awareness of "life and life" and developing students' "practical and innovative abilities".

Keywords: national small research essay teaching research learning writing real communication

Proposal of the topic

According to the requirements of the Basic Education Curriculum Reform Outline and the Chinese Curriculum Standards, the current teaching of small and medium-sized compositions cannot meet the development requirements of the social and educational situation, and is not conducive to the overall development of students. In the concept of composition teaching, our composition teaching has a tendency of "literary writing". "The training style is single, and the writing of practical style is not emphasized, so that the composition becomes a teaching that is out of social needs." In the attitude towards composition, our teaching still stays at a level of “writing for writing”. The teaching of teachers is to “write essays” for students; the “writing” of students—including observation, practice, experience of life, and writing. Expression, study and study, etc., are all for the purpose of "writing well." Composition teaching does not create a "real communication situation" for students, and students' "composition" does not really become a "communicative tool" - a tool for communication and learning using the expression of language and words.

Subject assumption

"National Research Writing Teaching" can effectively create a real situation that requires students to write in a language, stimulate students' desire to express in writing, and encourage students to actively and independently engage in writing communication practice while participating in research-based learning activities. Promote the simultaneous development of students' innovative consciousness, practical ability, independent learning ability and writing ability.

Definition of the subject

"National Research Writing Teaching" is a kind of composition teaching based on students' research learning activities; it is to transform the process of "propose questions, observe, read and seek knowledge, practice exploration, produce life and emotional experience" in students' research learning activities. Teaching composition for students to “actively collect and accumulate essay materials and experiences, generate writing impulses and written communication needs”; it is to “proactively explore new knowledge, discover, generate new experiences, and actively communicate and communicate,” The process of demonstrating results translates into the essay teaching of the environment of primary school students' writing needs and the use of written language for 'real communication' in the primary school's writing needs; it not only develops the students' written ability, but also translates the "composition" into students. Research-based learning tools, effective training of students "focus on life, the consciousness of exploring life", develop students' "practical ability and innovative ability" composition teaching.

Current status and analysis of international and domestic research related to this topic

foreign

The theory of American small composition teaching puts forward: "Writing teaching should let students write for their own writing and gradually translate into writing for readers", and put forward the student's work to consider the requirements of readers and consider the object of life. The United States has also embarked on a new writing experiment program, “writing for learning,” with writing as a learning tool for other courses. The program believes that writing is not only an exercise in the writing class, but also a means of learning other courses.

The representative of the "life composition" thought in the Japanese language teaching community, Mr. Toshio Murayama, put forward the concept of investigating essays: that is, the composition is not only about observing nature, but also about society. He pointed out that children's life composition must be to enable students to scientifically understand life phenomena, and therefore should pay attention to observation, investigation, analysis, comparison, and investigation. Specifically include: natural observation, Life surveys, etc., use social science methods to investigate the relationship between rural and real society and gain knowledge. Nomura Fong Bingwei examines subject teaching from the perspective of curriculum, and extends the ideas and methods of life composition to the whole subject teaching. He believes that through life learning, students are required to write "our science", "our arithmetic", "our Books such as Geography, Our History, etc. This is a record of students' own experience, self-reflection, and mastery.

Study summary report, study work report, company study report, exchange study report, travel study report

domestic

Mr. Ye Shengtao pointed out in the "Yang Shengtao Theory of Chinese Teaching": "The root of writing is the desire to publish, just like speaking, there is savings in the chest, not spit up", emphasizing the two premise of composition: First, there is savings, I intend to publish; the second is the need for a communicative environment.

Wei Zhanfeng emphasized in "Real Writing: The Fundamental Way Out for Composition Teaching Reform": "When writing, students write for the true feelings, write for the interest, write for the communication, and write for the practical."

The development and research of research courses in Shanghai, Jiangsu, Zhejiang, Shandong, Liaoning and other places have already explored successful experiences from theory to practice. Among them, written communication is one of the important links.

Basic idea of ​​experiment

At the beginning of the unit teaching, the "study study composition study" activity based on the student's interest and solving the problem of student life is arranged. During the activity, the students are guided to observe life, solve problems, accumulate writing materials, stimulate students' writing desires, and guide students to complete the composition for expressing communication.

Phased results of the experiment

First, explore the basic types of primary school students' "study composition learning activities"

The types of content of research essay learning activities that we organize students are as follows:

Understand and grasp the basic situation of the phenomenon of things of interest. Such as: "What kind of house does our elders live in?" These kinds of questions often appear in the form of "what is it?", which requires students to complete through observation, access, and access to materials.

Interpretation of various phenomena in nature, society, and life that are novel and doubtful. For example, "Why is the rainbow round?", the question mostly appears in the "why" way. The result of the research is the interpretation of "question", which has certain knowledge and inquiry, and can generally be completed by means of data.

The solution to various problems in nature, society and learning life. For example, “How can I remove the scale in the aluminum pot?” The problem usually arises in the way of “how to achieve a certain purpose.” The result of the research is to solve a problem in nature, society or life. Utilitarian.

An explanation of the relationship between multiple objects encountered in nature, society, or student life. This type of question needs to be multiple, such as "How can I make my mom and dad happy?"

Knowledge generates background and process exploration. Such as: "Who invented papermaking, how did he invent? Why did he invent papermaking?" Most of these problems stem from classroom knowledge, and the formation of students' problem awareness has gradually emerged from students' extracurricular reading.

Expertise practice applies. There are several situations in this type of content: a. Students learn extracurricular knowledge, and because of their interest, consciously use knowledge for extracurricular experimentation and production; b. After the teacher has guided the students to learn some knowledge, The practice of applying the applied homework is arranged to the student, and the student is required to select the content of interest from the arranged multiple assignments to complete.” c. The knowledge learned by the student induces the student's interest in solving the past problems. These types of learning results have a certain degree of finishedness.

Comprehensive type. The phenomenon that students want to explain, the problem to be solved, the background of knowledge to be explored, and the application of certain knowledge may be one or even several types of synthesis in a research-based learning process.

2. Exploring the basic model process of the “Study of National Composition Research Activities”

In the teaching process, we generally select the “projects” that students can complete in the short term, and guide students' research learning activities in four stages.

Enter the problem situation stage. In accordance with the requirements of research-based learning activities, at the beginning of teaching, through the establishment of lectures, organization of study visits, information exchange, introduction of cases, etc., to prepare for background knowledge, activate students' original knowledge reserves, provide research scope, and stimulate research Motivation, select the questions that the whole class or group of students are interested in and have the ability to carry out research.

Solve problems, conduct practical experiences, and acquire the composition material stage.

Guide students to independently check materials, reading, books, field trips, visits, surveys, hands-on practices, records, comparisons, reflections, imaginations, exchanges and discussions, contrast with the planned projects, solve problems, and summarize data. Forming a variety of works such as writing, sound, and production in the course of recording practice.

Written essays to organize your research findings or results.

Grab the achievements of the self or the group through practice and experience, summarize and refine, and form physical and written materials.

The whole class exchange show stage.

Including: research reports or research experience postings, fixed-time reading exchanges, publication of individual students, group and class research reports and research experience albums, recommended publications, etc.

Third, explored a more effective guidance method for the study activities of the national and small research essays

1. Guide students to cooperate and learn, and give play to the advantages of cooperation to improve students' learning.

Let students carry out activities in groups. Personal observation, data review, experiment, operation, and thinking should be recorded in the form of notes. Members of the group regularly conduct exchanges and discussions during the research process around common topics.

2. The teacher conducts a random "examination" of the student's "notes" and guides the student's research study on the notes. Thus, the notes become a kind of "seeking teacher guidance."

3. In order to complete the 'difficulty of writing' in research-based learning activities, the students have targeted "special writing skills training" and personalized guidance. .

When doing the specific operations, we focus on the following ways:

In the process of students' research study, they will talk with the students on the data notes of the students, and find out the flash points that are not recorded during the student activities, and guide the students to record them.

In response to the “content and problem unity” problem in student notes, students should be guided to think differently. If the student records the phenomenon, data, etc. of the test too singly, the teacher's question is the student's record of the following research process, how to operate, attitude, emotional changes, and so on.

In the process of students' processing of results, teachers provide written guidance for students' actual situations.

4. Using a multi-evaluation approach and focusing on process evaluation, each student has a sense of success.

Evaluate the diversity of the subject. The essays of student essays include teachers, individual students, student groups, and parents, as well as content-related companies, communities, or related departments that conduct research-based learning.

Evaluate the richness and flexibility of the content. In the process of student essay, the content of the evaluation usually involves the following aspects: the attitude of participating in research essay activities; the experience obtained in research essay activities; the methods and skills of research and essay learning; student innovation The development of mental and practical abilities.

The diversity of evaluation methods and methods. The student's essay evaluation is combined with the teacher's evaluation and the student's self-evaluation and mutual evaluation. The evaluation of the group is combined with the evaluation of the individual in the group. The evaluation of the written materials is combined with the evaluation of the students' oral reports, activities and presentations. The way.

Fourth, the students' writing ability has improved rapidly, and the awareness of finding problems to solve problems has gradually formed.

First, it enriches the content of student work, and the composition makes students have something to say.

In the sixth book of the National Language, "Remember a small animal." Teaching is an example. Students in the experimental class use the method of research composition teaching. The county organizes students to carry out research activities, and then writes research reports; the comparison class only arranges student observations, and then guides students to write essays. . As a result, the students in the experimental class observed 7 notes per person, and checked 1.8 articles. The comparison class recorded 0.6 notes and 0.4 records. For the number of characters, the experimental class was over 600, 400. -599 of 26 people, 200-399 of 12 people; comparison class, 400-599 of 6 people, 200-399, 15 people, and 29 people under 200.

Second, it enriches the students' individual experience and stimulates students' desire for work. The students' work expresses the true feelings.

In the fourth-grade experimental class, “writing a tool”, the teacher asked the students to investigate a tool of their interest, and Qiu Jiang returned to the rural home to investigate the “change of Shantou”. In the investigation notes, he has two paragraphs: "I heard that I want to investigate the change of Shantou. The old man immediately said to me: 'Whoever uses this, I use tractors!' Yes, the changes in the countryside are really It’s too big—you can finally enter the museum!” “I don’t know how many gimmicks are in rural China. In my hometown, I found three kinds: narrow blade, double fork, wide blade. They Each has its own purpose. This cannot but say that our peasant ancestors were so inventible and proud. But, proudly, I thought that their role in farming was increasingly replaced by modern machines. The pride of the company will be replaced by the invention of foreigners. This cannot but feel a bit sour. I want to say to our peers - we have a responsibility!"

We conducted a survey of 160 students in the five-year experimental class of three schools—from the beginning of the experiment to the sixth research essay experiment, which students were able to write down the essay before the essay class. The results are as follows: first time: 0; third time, 20; sixth time; 108. The above figures show that after only a few months of experimentation, in the research composition teaching, “writing” has become a thing that most students in the class want to do, want to do, and can take the initiative to do.

Third, it stimulates students' interest in reading, exploring life and writing.

The following set of data is compared with the survey data of the five experimental classes of the experimental school in the third, fourth and fifth grades of the experimental school and the four months after the experiment: usually consciously and actively insist on writing a diary: 34:158; usually consciously and actively Insist on reading extracurricular books: 94:166; usually can find some problems in life: 68:128; after discovering problems, they can actively think and find solutions: 67:123.

In the experimental class, the habits of students to write diaries, the habits of reading, the problem of finding problems and solving problems are developing with good momentum. Moreover, the students who are looking forward to “discovering problems and solving problems and their ability to solve problems” have also been improved to some extent with the development of research essay teaching.

references

1. Editor-in-Chief of Basic Education Curriculum Reform, Zhong Qiquan, etc., East China Normal University Press, 2001.8

2. "Chinese Course Standards" Beijing Normal University Press 2001.7

3. "Quality Education in the United States" Huang Quanyu, Guangdong Education Press, 1999.12

4. "Composition of Science Popularization: The Wonder of Composition Teaching" Li Changbin, originally published as "National Chinese Language Teacher" 2001.4 p46

5. Gao Qishan, "National Composition Teaching and Quality Education", originally published in "National Chinese Teaching" 1998.6 p26

6. "How to Play the Subjectivity of Students in the Teaching of Chinese Language and Minority" Gao Qishan "Chinese Small Textbook Teaching" 2000.3-4

7. "Research-based learning in the United States" Zhang Renjiang originally published "Education and Development Research" 2001.8p47-48

8. "The goal of research-based learning" Zhang Wenzhou originally published "Shanghai Education and Research" 2001.8 p5-6

9. "True Writing: The Fundamental Way Out for Composition Teaching Reform" Wei Zhanfeng

10. "A Brief Introduction to American National Composition Teaching" Zhang Liangtian

11. "Some Characteristics of American National Writing Teaching" Zhang Kongyi Online

12. "The Whole Course Guidance of Unit Composition" Gao Qishan originally published "The Writing of National Composition", Gao Zongda, editor of Guangxi Normal University Press

13. "Experimental Introduction to Serialization Training of National Primary and Secondary Compositions" Gao Qishan, "Hebei Teaching and Research", 1993.9

14. "Ideology of Life Composition" in Japanese Education Fang Mingsheng "Foreign Education Materials" 1996.6

15. "Innovation of Composition Teaching from the Perspective of Students' Compositional Psychology" Zhu Xinhua "Course, Teaching Material and Teaching Method" 2001.3