[Abstract]: Writing, as a comprehensive language practice activity, is an important means for students to express themselves and communicate with others. The level of writing ability is a reflection of students' comprehensive Chinese literacy. In Chinese language teaching, writing is not only a key but also a difficult issue. The middle and high grades of primary school are the starting stage of writing. Developing good writing habits and a sincere writing attitude can not only help students improve their writing skills and lay a solid foundation for future writing, but also help cultivate their character of sincere composition and being a good person, which is conducive to their lifelong learning and development. However, many middle and high school students currently have resistance and fear towards writing. Students have low interest in writing, are unwilling to write, cannot write, and have nothing to say. There are phenomena such as fabricating writing materials and expressing false emotions. Teachers also lack attention to the authenticity of students' writing and have not played a key guiding role. Students' awareness of real writing is insufficient, which hinders the development of their writing thinking and expression ability.

[Keywords]: Writing ability, innovation ability, real-life situations, real-life tasks

1、 Research objective

The purpose of this study is to explore how to enable students to engage in authentic creation, discover the current creative writing ability of primary school students, and investigate the factors that affect their creative writing ability. This will provide a reference for promoting the improvement of primary school students' creative writing ability, and thus promote the authenticity of primary school students' creative writing.

2、 Research significance

Authenticity is crucial for writing. Only in real situations can we better understand the essence of problems, master knowledge and skills, and better respond to practical challenges. The concept of authentic writing teaching in this study is in line with the curriculum standards, which is conducive to implementing the writing teaching objectives of primary and secondary schools in the "Curriculum Standards (2022 Edition)". It helps teachers to deeply understand the writing teaching concepts in the curriculum standards in writing teaching practice, provides theoretical guidance for primary school Chinese language teachers to carry out authentic writing teaching, and broadens the research perspective of writing teaching. Based on the current situation of authentic writing and teaching in primary school Chinese language, draw on the successful experience of teachers in teaching, reflect on shortcomings, and propose targeted optimization strategies based on curriculum standards and relevant theories to enrich the teaching strategies of authentic writing in primary schools, broaden the ideas of teachers' authentic writing teaching, enhance the authenticity and effectiveness of students' writing, and promote the improvement of students' writing abilities.

3、 Problems discovered during the research process

During the writing process, the following problems are prone to occur for students:

Firstly, in the process of writing, many elementary school students often lack clear thinking, lack novelty, and insufficient information and knowledge to support their viewpoints. Even directly plagiarize and apply writing materials. In addition, similar plots often appear in the materials written by students, such as sleeping independently on a stormy night, and returning home alone will inevitably encounter an uncle who looks fierce and malicious; When a mother falls ill, she will inevitably see her white hair and wrinkles, and washing her feet will surely touch calluses all over her feet. After inquiry, it was found that these plots were mostly learned by students from books and online sources, rather than from their own observations and experiences. When students choose writing materials, they tend to forget or ignore their own experiences and feelings, and rely heavily on the material examples explained by teachers or ready-made model essays on the internet and extracurricular books.

Students may also use their imagination to fabricate unreasonable essay materials that do not match their own experiences. For example, in this essay, I mentioned that when I was five or six years old, I took care of my sick mother who was lying in bed. During this time, I learned how to buy groceries and cook, and felt like I had grown up. The student talked in a general way in the essay, without expressing sincere emotions or detailing. After asking the student, it was found that his intention was to prove that he had grown up, so he imagined the plot of the story himself. Before writing, he did not seriously consider which moment in his growth process truly touched him.

Secondly, elementary school students lack rich vocabulary and expression in the writing process. Vocabulary is the soul of writing, and a rich vocabulary can make an article vivid and interesting. For example, in describing the article "My Mother", many students use vocabulary such as "beautiful", "gentle", and "kind", which are basically the same when written. The vocabulary and writing techniques are not only lacking in creativity, but also unrealistic. This kind of writing is just for students to practice the format and learn the tricks. This type of article is plain and monotonous, lacking literary style and imagination, and lacking rich content and ideas, resulting in the composition appearing monotonous and uninteresting.

4、Suggestions for the above-mentioned issues

(1) Strengthen theoretical learning and deepen the interpretation of curriculum standards and textbooks

The attitude of students towards writing largely depends on the attitude of teachers towards composition. If teachers lack guidance on students' real writing in their daily writing teaching and cannot establish a scientific and correct teaching philosophy for real writing, students will only focus on the key points emphasized by teachers as the center of their writing, ignoring their own true thoughts in their compositions, thus forming an attitude of writing to cater to teachers' preferences and to achieve high scores. Therefore, teachers should strengthen their study of writing theory, deepen their understanding of curriculum standards and textbooks, accurately and comprehensively grasp the connotation of real writing teaching, in order to fundamentally provide students with the correct direction guidance.

Teachers should carefully study the curriculum standards and textbooks, clarify and value the requirements for students' authentic writing in the curriculum standards and textbooks, and establish a teaching concept of authentic writing. Starting from the true purpose of writing, guide students to write in a real language environment, gradually improving their writing ability through continuous self-expression and communication with others; Encourage students to express their true feelings and emotions, require them to write about their own thoughts and feelings, say what they want to say, and not use empty words, lies, or clich é s. Writing should be close to the reality of students' lives, guide them to observe things around them, write about what they see and hear, and not fabricate or fabricate. Only by clarifying the requirements of the curriculum standards for authentic writing can teachers find the direction of authentic writing teaching, gradually transforming the traditional writing teaching view that focuses too much on technical skills and techniques, establishing the concept of authentic writing teaching, and injecting motivation into teachers to explore authentic writing teaching methods.

(2) Encourage students to accumulate materials, classify and summarize them

Teachers should cultivate students' awareness of classifying and organizing materials, and improve their ability to screen and organize composition materials. For example, in an essay describing natural scenery, I would provide some excellent sentences and materials for students to choose from, such as "The fields in spring are the most touching. The spring breeze lays a green carpet on the earth, and the willows are green and swaying in the wind." The maple leaves in autumn, "Maple leaves, the melody of autumn, the flying red, like the afterglow of the sunset, reflecting the clouds in the sky, intoxicating the heart." Students can accumulate sentence materials according to their actual situation, and at the same time, they are required to integrate their own emotions and ideas into similar writing processes in the future. Through such real-life writing teaching, students not only express themselves, but also improve their writing skills and language proficiency.

Students have sources of materials and have made records, but they also need to effectively organize them for students to filter and search. After accumulating writing materials, students need to review them more in order to make good use of them, internalize and digest them when writing essays.

The student's composition material library is based on their own experiences, condensed with their own observations and thoughts. When students review, they not only do not feel bored, but also find it interesting, and even generate new ideas and thoughts. Therefore, teachers can guide students to consciously or unconsciously read more of the materials they have recorded, and can also hold story sharing sessions from time to time to allow students to exchange and showcase their accumulated materials, so that the accumulated materials are truly effective and provide sources and ideas for students' real writing.

(3) Activate thinking experience

The context should have authenticity, that is, students may encounter it in their current or future learning, life, and work, which can inspire students to associate and think. Writing in a real language context is for expression and communication, focusing on the process of problem-solving, rather than just focusing on students' writing products. Students' writing ultimately points to the real purpose.

However, the context is based on the teacher's classroom teaching and the students' learning needs, requiring it to be in line with the reality of real language life. Learners may experience and experience it in real language contexts, so it is not completely equivalent to the students' actual life situations, but only tries to approach and simulate their lives as much as possible. For example, I assigned the essay "You in Ten Years", which many students find difficult to write. I will take them into imagination, and in ten years, you may enter university where you can meet many friends from different places and see many different places. With such guidance, coupled with what students see on television and online platforms, they will easily complete this article. Scenarios can be divided into two types: real and simulated, but regardless of which one is used, the focus is on enabling students to experience the meaning and value of writing, thereby activating their thinking and awakening their emotional experiences, and promoting students' interest and enthusiasm for writing.

5、Conclusion

This article is based on the existing problems in reality and conducts research on the basis of previous studies, exploring specific improvement strategies for teachers' authentic writing teaching. It clarifies that students' writing still lacks authenticity in terms of purpose, material, language, and intention, and finds that teachers still have some urgent problems to be solved in the process of teaching practice. Based on this, this article conducts targeted analysis of the relevant issues discovered during the investigation process, and proposes some improvement strategies for primary school teachers to carry out real writing teaching in combination with the requirements of the curriculum standards and the basic concepts of real writing teaching, providing some reference ideas for promoting real writing among primary school students.