Innovation and Practice Research on the Teaching Model of Primary School Composition Driven by Task Group

Yang Yanjie   【China】

Abstract:

This study addresses the issues of passive imitation, lack of interest in writing, and content detached from real life in composition teaching. Drawing on the theory of learning task groups,1 it constructs a new type of composition teaching model driven by "class life task group". Through a semester of teaching, the model has been proven to significantly enhance students' motivation and expressive ability in writing by adopting methods such as pre-post comparison, work analysis, and questionnaire survey. The writing compliance rate of the experimental class students increased from 45% to 83%, and the proportion of personalized expression increased by 37%. This provides a repl practice path for the reform of composition teaching in primary school Chinese.

Keywords: Task group drive; life-oriented composition; reader consciousness; process evaluation; primary school Chinese.

1. Problem Proposal

Currently, there are three major contradictions in primary school Chinese composition teaching:

Misalignment of teaching objectives: Over-emphasis on skills training has led to the neglect of thinking and emotional expression, resulting in 60% of students relying on model compositions for imitation (early survey of the experimental class. This phenomenon not only limits students' creativity and individual development but also weakens their interest and enthusiasm in writing.

Disconnection of teaching situation: 82% of composition are detached from students' life experience, such as requiring rural students to describe "visiting the oceanarium". Such task settings make it difficult for students to resonate, unable truly express their feelings and thoughts, thus affecting the quality and effectiveness of writing.

Single evaluation mechanism: Teachers' marking accounts for 92%, and student mutual evaluation only for 8%. This single evaluation method ignores the students' subject status, fails to fully mobilize their enthusiasm and sense of participation, and also increases the teachers' workload, is not conducive to the formation of a diversified feedback system.

2. Theoretical Framework and Practice Design

2.1. Core of Learning Task Group Theory

Definition Based on the six major task groups of the "Compulsory Education Chinese Curriculum Standards (2022 Edition)", integrate the three types of task groups of "Language Text Accumulation", "Literary Reading and Expression", and "Interdisciplinary Learning", and construct a "Spiral Rise in Writing Ability" model. This emphasizes the gradual improvement of students' writing ability and comprehensive quality through multi-level and multi-angle learning activities.

2.2. Key Design Principles:

Authenticity of situation For example, design "Community Culture Survey Report", which requires students to go deep into the community, interview residents, collect data, and write reports to truly reproduce the communitys cultural features and enhance students' understanding of and participation in society.

Task chain closure: From material collection → structured expression → revision and publication, a complete closed loop is formed In the material collection stage, students need to obtain rich information through field investigation and literature research; in the structured expression stage, students need to organize and analyze the collected information and express in clear language; in the revision and publication stage, students need to repeatedly modify and improve their works and share their achievements through class display, school magazine publication, etc., so to achieve closed-loop management of the learning process.

Differentiated grouping: Design tasks in layers according to the students' expression level (e.g, basic group "Write clearly about the event", advanced group "Emotional sublimation"). The tasks for the basic group focus on cultivating students' basic writing skills such as accurately describing events, clearly expressing opinions, etc.; the tasks for the advanced group encourage students to further explore the depth of the theme and enhance the ideological and artistic quality the article on the basis of completing basic writing tasks, meeting the development needs of students at different levels.

2.3 Quadripartite Practice Model Innovation

"1--5" Task Group Drive Model:

A[1 Core Task] --> B[Class Story Editorial Department]  

B --> C[ Phases Progress]  

C --> D[Material Accumulation Week]  

C --> E[Skills Breakthrough Week]  

 --> F[Work Creation Week]  

B --> G[5-Dimension Support]  

G --> H[Life Material Library  

G --> I[Micro Lesson Resource Pack]  

G --> J[Reader Feedback Circle]  

G --> KPublication Incentive System]  

G --> L[Growth Portfolio]  

3. Implementation of Empirical Research (2024.-2025.1)

3.1 Research Subjects

There are 46 students in Class (3), Grade 4, categorized as follows:Students with writing difficulties: 18 people (Baseline assessment word count < 150 words, error rate > 30%, showing difficulties in organizing language the writing process, weak expression ability, and frequent grammar and logical errors)

Average level: 24 people (These students perform generally in writing, able to complete basic writing, but lack creativity and depth, with word counts usually between 150 and 300 words, and an error rate between 10%-30%)

cellent students: 4 people (These students excel in writing, able to express their thoughts fluently, with clear article structure, vivid language, and word counts usually exceeding 30 words, with an error rate below 10%)

3.2 Key Teaching Strategies

① Change in the way material is generated

Establish a "Class 10 Moments" image library (classroom activities, failed experiments, etc.): By capturing real moments inside and outside the classroom, such as the joyful scenes of students playing during or interesting phenomena that occur unexpectedly during experiments, a vivid image archive is formed. These images not only record the growth journey of the students but also provide rich material for writing.

plement "5-Minute Quick Writing Training": Record unexpected events with mind maps: Allocate 5 minutes every day for students to quickly record unexpected events or interesting moments that on that day, and organize and analyze them in the form of a mind map. For example, when the chalk box is accidentally knocked over, students can use a mind map to the entire process of the event, from the moment the chalk box falls, to the chalk scattering all over the ground, to the reactions and handling methods of the students.

Case Student describes the chalk box being knocked over event: "White chalk poured down like a waterfall, and Xiao Gang's figure rushing to save it was like a brave firefighterunfortunately, he only caught a handful of chalk dust!" This vivid description not only shows the details of the event but also enhances the sense of scene through the metaphor, the reader feel as if they were present at the scene.

②Reader Awareness Cultivation

Create a "Work Drift Book": Each composition needs to be signed and commented on by 3: After each student completes a composition, they place it in the "Work Drift Book", where it is read and commented on by three other students who write down their and suggestions. This interactive method not only improves the students' writing skills but also cultivates their critical thinking and empathy.

Establish a "Class WeChat Public Account" Public Mechanism: Through the Class WeChat Public Account platform, students can publish their excellent compositions to a wider audience.

③Innovative Process Evaluation

Evaluation Subject: In traditional, the teacher is the sole evaluator, which may overlook the individual differences and subjective initiative of students. In the new model, the author self-evaluation   peer mutual evaluation   like method is adopted, and through diversified evaluation subjects, it promotes students' self-reflection, peer assistance, and family participation, forming a comprehensive evaluation system.

Rec Method: The traditional method of scoring or grading does not fully reflect the students' learning process and progress. In the new model, a growth portfolio (including a modified trace draft) used to collect students' learning works, reflection logs, and modification processes, showing their learning trajectory and development changes, and providing more detailed evaluation basis.

Feedback Timeliness The traditional method is a weekly feedback, with a feedback once a week, the feedback frequency is low, and it may not be able to help students adjust their learning strategies in time The new model uses cloud platform real-time comments, using modern information technology to achieve immediate feedback, students can check the teacher, peers and parents' evaluation and suggestions at any time and improve learning efficiency and effectiveness.

4. Analysis of Research Results

4.1 Quantitative Data Comparison（N=46）

4.2 Qualitative Research Findings

① Transformation of Writing Motivation: From "I have to write" "I want to write," students actively record interesting events from duty days, classroom debates, etc., showing higher autonomy and interest. This transformation not only enhances students' enthusiasm writing but also promotes their observation and thinking of daily life.

② Evolution of Expression Methods:

The use of metaphors increased by 210% (e.g, "The teacher's laughter is like popcorn bouncing"), making the articles more vivid and concrete, and enhancing the readers' sense of involvement.

The growth of personalized increased by 173% (non-"one day" style openings), and students began to try more diversified narrative methods, making the articles more creative and attractive

The rate of misconstructed sentences decreased by 62%, indicating that students have made significant progress in mastering grammar and sentence structure, and the overall quality of the has been improved.

5. Practice Reflection and Suggestions

5.1 Innovative Value

Reconstruct the chain of meaning in writing: Let compositions become a tool to life and express oneself rather than an exam task. By guiding students to observe the details of daily life, capture fleeting inspirations, and integrate personal experiences and emotions into the, the writing process will be filled with authenticity and personalization. For example, encourage students to record traditional festivals in their hometowns, family gatherings, or campus activities to stimulate their for writing.

Break through teaching difficulties: Reduce the fear of writing by decomposing complex writing tasks into several small steps, each with clear goals and guidance, to help students writing barriers step by step. For example, start with simple descriptive writing and gradually transition to narrative, argumentative, and expository writing, allowing students to build confidence through continuous accumulation

5.2 Direction for Improvement

There is a need to develop a school-based task resource package (such as combining local folk activities). Design writing tasks with local based on the cultural characteristics and historical background of the school's location. For example, organize students to visit local museums to understand history and culture and use these materials for creative; or combine traditional festivals such as Spring Festival and Mid-Autumn Festival, and ask students to write related compositions to enhance their sense of identity with local culture.

Optimize the interactive functions of the digital platform. In response to feedback from parents and students, the existing digital platform has undergone optimization and functional simplification, making it more intuitive and user-friendly. For example, user guides and video tutorials have been added to provide immediate assistance; at the same time, a-exclusive section has been set up to facilitate parents' viewing of their children's learning progress and teacher feedback, enhancing the efficiency of home-school communication.

Conclusion When creative writing education transitions from a mere training ground for technical skills into a vibrant arena of expression, and when text no longer remains confined to the exercise book but reaches out to a readership, writing can truly become a significant carrier for students' spiritual growth. This empirical study, through in-depth analysis and data support, confirms that task group design based real-life classroom settings is the key to unlocking students' intrinsic motivation for writing. Such a design not only enhances students' writing abilities but also strengthens their attention to and of life details, thereby integrating more personal emotions and thoughts into their writing, making their work more vivid and engaging.

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