Recently, due to the need of subject research, I have studied many academic papers on composition training and composition teaching research, and I have gained a lot by reading them carefully.
The book Basic Strategies of Teaching Design of Writing was written by Dr. Zhou Zifang of East China Normal University. In this paper, Dr. Zhou first put forward three problems in writing teaching in primary and secondary schools, namely, the lack of writing situation, improper learning objectives and the lack of process guidance. He provided systematic and professional ideas to solve the above three problems according to the Curriculum Guide for Kindergarten Teachers Training in Primary and Secondary Schools, and provided basic strategies for writing teaching design, designed writing tasks to solve the problem of lack of writing situations, estimated the difficulty of writing to solve the problem of improper learning objectives, and designed a learning scaffold to solve the problem of lack of process guidance.
Dr. Zhou said that students have two identities when learning to write, one is a writer and the other is a writing learner. Let's talk about writing from the writer's point of view. In our usual composition class, in most cases, the teacher throws a writing topic and then lets the students finish the writing task. As for why to write, to whom, how to write, and what style to write, almost no matter. Dr. Zhou pointed out that the task of writing is situational, and the task of writing is situational. There is no writing for no reason. Every time you write, you should create a real or quasi-real writing situation. Only in this way can students know who to write for and why to write a good article. In the two lessons of "During that time, I dare not say" and "* * * Enjoy Riding", we can clearly see that the two teachers fully considered the questions of "for whom" and "why" when setting writing tasks. Therefore, a normal writing task should be clear: what topic to write, what is the identity of the author, who to write to, what is the purpose and what is it? The main purpose of designing writing task is to solve the situation problem of writing.
As we all know, writing is a purposeful activity. In daily life, writing generally has two basic purposes, namely, self-expression and communication with people. Based on this, Dr. Zhou divides writing situations into self-expression situations and communication situations. But these two kinds of situational writing are not completely separated, and only the integration of them is the ideal writing task design. Therefore, Dr. Zhou pointed out that the key to designing writing tasks is to design real or simulated writing situations according to students' life experience inside and outside the school and existing materials.
As we all know, any writing is not only to complete the homework assigned by the teacher, but also to clarify the purpose of students' writing. "Writing is an important way to use language to express and communicate, and it is a process of understanding the world, self-awareness and creative expression." Every time we write, we naturally learn writing knowledge, skills, strategies and attitudes related to writing tasks. According to the analysis of the present situation of writing teaching, Dr. Zhou found that there are two manifestations of improper learning goals, one is that there is no substantive learning goal, and the other is that the learning goal is improper. How to solve these problems? The only way is to choose the corresponding learning elements according to the actual problems and difficulties of students' writing.
From this perspective, we overestimate students' writing ability in teaching. There are two angles to measure students' writing difficulty, one is the text type, and the other is the writing process. No matter from which point of view, the problem of improper learning objectives still has serious problems. Every writing training, the problems that can be solved are very limited. It is necessary to consider students' practical difficulties and give appropriate guidance in different writing stages, such as repeatedly training students' writing problems in several classes, practicing related topics in different classes, and guiding students to imitate writing with examples of texts. These are all good ways to improve writing. Teacher Ding's proposal of "building a real and complete process writing teaching system to make writing teaching visible" is a kind of writing training that slows down writing and makes students' writing ability really "spiral up".
I am most interested in the third section, designing learning scaffolding: solving the problem of lack of process guidance. Providing scaffolding support is of operational significance to students' writing, and it is also a detail that our teachers ignore in the process of writing guidance.
Dr. Zhou took "that time, I dare not say" as an example to explain and guide students' writing ideas from the aspects of designing program scaffolding, designing strategy scaffolding, designing concept scaffolding and designing meta-cognitive scaffolding. The flexible combination of the four functional scaffolds can fully support students' writing learning and form a multi-dimensional whole process.
If these four writing scaffolds can be applied to our teaching practice, perhaps our writing guidance will present another prosperous scene.