Advertisement

The Study of Psychological Model and Teaching Approaches in Primary School Composition

  • Kekang HeEmail author
Chapter
Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

The process of composition is psychologically complex. It involves psychological elements like attention, cognition, memory, association, imagination, analysis, integration, judgments, inferences, emotion. The development of the ability to compose does not only rely on observation, imagination, logical analysis and judgments, but a rather strong reading ability is also required. (Because reading is the major method for students to acquire the abilities in topic examination, material selection, layout sketching, as well as the abilities in the use of words, sentence structure, and rhetoric skills.) Composition is a synthetic training to students upon words, phrases, sentences and passages, and upon various psychological activities. Therefore, the ability to compose is an integrated ability. It displays students’ cognitive and language expression abilities, and is a major tool in assessing students’ language ability. Thus composition teaching has long been treated with emphasis and as a difficulty in language teaching.

References

  1. Cai, Q. F. (Ed.). (1994). Psychology of language education. Beijing: Language and Literature Press.Google Scholar
  2. Cooper, L. A. (1990). The role of spatial representation in complex problem solving. New York: New York Publishing.Google Scholar
  3. Gao, H. Y., & Ma, F. M. (Eds.). (1987). Pedagogy for primary school language education. Beijing: Beijing Normal University Publishing Group.Google Scholar
  4. Peng, D. L., & Tan, L. H. (1991). Psychology of language. Beijing: Beijing Normal University Publishing Group.Google Scholar
  5. Shi, J. Z., & Li, C. W. (1983). A guide to composition for primary school students. Beijing: Rural Reading Press.Google Scholar
  6. Wang, A. S. (Ed.). (1992). Psychology of thinking. Shanghai: East China Normal University Press.Google Scholar
  7. Wang, M. Q. (Ed.). (1993). Review of famous education reform experiments in China. Qingdao: Qingdao Ocean University Press.Google Scholar
  8. Zhang, L. (Ed.). (1989). Psychology of writing. Shandong: Tomorrow Publishing House.Google Scholar
  9. Zhao, W. H. (1995). Research on CAI design model: Strategies of representation operation and training of operational strategies. Doctoral Thesis, Beijing Normal University.Google Scholar
  10. Zhu, Z. R. (1984). Psychology of language education. Heilongjiang: Heilongjiang People’s Publishing House.Google Scholar
  11. Zhu, J. X. (1997). Designs of composition training system for primary school. Master Thesis, Beijing Normal University.Google Scholar
  12. Zhu, Z. X., & Lin, C. D. (1991). Psychology of thinking development. Beijing: Beijing Normal University Publishing Group.Google Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Beijing Normal UniversityBeijingChina

Personalised recommendations