Quality education has changed the previous requirements for students, and it pays more attention to people's all-round development. Students' written expression ability has also received corresponding attention. There is 1 in Chinese composition in primary schools, and there is a lack of guidance before composition teaching, relying only on a little time to guide in class. 2. Modular teaching mode (topic modularization and structure modularization). 3. plagiarize writing. Rural students have relatively few ways to acquire knowledge, which leads to the lack of material for writing. They can only copy the new concept composition, innovate the composition and get full marks. 4. Students' language ability is poor. The amount of reading after class is small, and the accumulation of idioms and proverbs is insufficient, so rhetorical devices cannot be used. The revision of the exercise is just a form. Many rural primary school teachers only roughly correct students' compositions because of their heavy teaching tasks, and few teachers revise their compositions for the second time, let alone for many times. According to incomplete statistics, 80% of students don't like taking composition classes. They think that composition classes are boring, the language is poor, the sentences are unreasonable, there are many typos, and they copy the original text ... In order to understand the teaching situation of Chinese composition in rural primary schools and the learning methods that students like, this survey was conducted.
Keywords rural primary school composition problems and suggestions
I. Purpose of the investigation
With the introduction of quality education, people pay more attention to people's all-round development. Students' written expression ability is also valued, and composition is a way for a person to express himself in words. Therefore, how to strengthen students' writing ability from an early age has become one of the topics of social concern. Nowadays, many primary and middle school students don't like writing, don't know the importance of writing, and think that writing is dispensable or even better. At the same time, many parents of rural students have neglected the training and education of their children's writing ability because of their shallow academic qualifications and lack of understanding of the current educational situation. Chinese composition teachers also think that composition is difficult to teach and students are difficult to learn, thus ignoring the existing composition teaching in the normal teaching process.
Students' writing ability is not only the requirement of exam-oriented education, but also the requirement of quality education. It is an inevitable requirement for training qualified successors. It is imperative to improve students' writing ability. I think improving students' writing ability should be cultivated from an early age. In order to truly understand the current situation of Chinese composition teaching in rural primary schools and students' favorite learning methods, I conducted a survey on the sixth-grade students of Tianxing Primary School in Jialing District, Nanchong City.
Two. Investigation time and basic information of subjects: August to June, 20xx 10.
Basic information of the respondents: There are 82 students in two classes of grade six in Boyang Central Primary School, Maiji District, Tianshui City, including 40 girls and 42 boys. The youngest is 1 1 year, and the oldest is 14 year. Among them, left-behind children and single-parent families account for 48%.
Third, the investigation project
(A) rural primary school students' cognitive tendency towards composition teaching,
In order to deeply analyze the causes of the survey results, it is necessary to investigate the rural primary school students' understanding of composition teaching ideologically, which is called cognitive tendency survey. The content of this survey is roughly divided into two aspects: my own understanding of composition class and my understanding of composition teacher's participation in composition class. The specific investigation items are as follows:
Questionnaire survey of Chinese composition in rural primary schools
Dear students:
Hello! This is a questionnaire about Chinese composition in rural primary schools. The purpose of the survey is to understand the current situation of Chinese composition teaching in rural primary schools and your favorite learning methods. I hope you can actively cooperate. This survey is conducted anonymously, please fill it out carefully according to your actual situation. I wish the students good health and academic progress!
1. Do you like the composition class?
A, like B, average C, don't like 2. Why do you like composition class? (multiple choices) a, interesting, you can learn a lot of knowledge and expand your knowledge. B, the composition teacher explained clearly, taught seriously, and used the methods properly. C, composition learning is very important for further study and employment. D, influenced by students with good grades. E. others
3. What is the reason why you don't like composition class? (multiple choices) A. Poor learning foundation
B, I'm not interested in the content of composition learning C, the teacher doesn't attract me in class, it's so boring.
D. I feel that the content of composition learning is too difficult and I lack confidence in learning. E, the composition teacher is not clear about the lecture.
F, the teacher doesn't care about me, and the relationship with the teacher is not harmonious G, others
Do you think composition study is important for your healthy growth? A, important b, general c, whatever. 5. What do you think the composition class has on yourself? (Multiple choices are allowed) A, it can improve your language use ability B, help you understand your social life C, and help you develop good literacy.
D, help to cultivate their own emotions. 6. What are the main methods of composition teaching? A, the teacher said, students listen to B, teachers and students discuss C, teachers guide independent discussion.
D. teacher participation and student group interactive learning.
7. What is the focus of composition teaching at present? (multiple choices) A, example analysis B, composition knowledge explanation C, exam-oriented education
D, the transmission of language knowledge and humanistic spirit
(II) Learning Styles of Rural Primary School Students on Chinese Composition and Their Expectations for Composition Teaching In order to deeply understand the current learning styles of rural primary school students on Chinese composition, I divided the contents of this survey into three aspects: the status of primary school students in class, their usual study habits and their expectations for composition teaching. The specific investigation items are as follows:
1. What's your status in class? A, mainly listening to the teacher. B, often in the process of thinking and feeling.
C, actively participate in activities, discuss D with teachers and classmates, and do other things.
2. What help do you want the teacher to give you in writing? (multiple choices) A. Fine batch and fine reform
B, give more advice, guide students to revise C, add free writing guidance D, and introduce more good extracurricular articles. 3. Do you like reading extracurricular books?
A, extract good words and sentences b, write comments c, write comments d, read only, don't start work.
4. Do you have the habit of keeping a diary?
A, write B every day, occasionally write C, write D only when the teacher asks, and never write 5. Do you often discuss problems with others?
A, often discuss and express opinions B, sometimes discuss C, only listen to other people's discussions, don't express opinions D, never discuss.
6. How do you like to acquire knowledge?
A, reading B, reading newspapers C, surfing the Internet D, others 7. What kind of composition teaching method do you like? A, student-centered discussion and exchange B, autonomous learning under the guidance of teachers C, thematic discussion under the premise of self-study D, library reading under the guidance of teachers 8. What extracurricular activities do you want the teacher to carry out?
A, Speech B, Calligraphy Competition C, Masterpiece Reading Guidance D, Putonghua Training
9. What do you do after class?
;