Practical Research on Chinese Writing Instruction in Primary School Education

Abstract

In order to solve the current dilemma of lack of interest, rigid mode, and insufficient effectiveness in primary school Chinese
writing teaching, and to implement the requirements of the 2022 version of the compulsory education Chinese curriculum standard for
cultivating core Chinese literacy, this article adopts literature research, action research, questionnaire survey, and interview methods to
systematically carry out practical research on primary school Chinese writing teaching. The article summarizes the current situation and
core issues of primary school writing teaching in three dimensions: student learning motivation, teaching practice, and teacher philosophy.
Based on core theories such as cognitive processing theory and process writing method, combined with relevant research progress at home
and abroad, a practical teaching strategy system covering gradient teaching content design, integration of multiple teaching methods, and
construction of formative evaluation system is constructed. The effectiveness of the strategy is verified through a one semester compara
tive teaching experiment. Research has shown that a full process writing teaching strategy based on the cognitive characteristics of primary
school students can significantly enhance their writing interest and comprehensive writing ability, providing replicable and practical solu
tions for frontline primary school writing teaching.