Journal of Teaching Innovation and Evaluation
JTIE, Vol. 1, No. 1, 2026, pp.78-90.
Print ISSN: 3107-1848; Online ISSN: 3107-1856
Journal homepage: https://www.tiejournal.com
DOI：Https://doi.org/10.64058/jtie260108oouit
任 萍（Ren Ping)
摘要：小学语文作文教学是培育学生语文核心素养的关键载体，长期以来受传统分散割裂式教学模式的桎梏，在教学目标统筹规划、写作素材积累运用、思维深度引导培育等方面暴露出诸多短板。本文立足笔者36年小学语文一线教学实践经验，结合省级名师工作室教研团队的研究成果，依托《小学作文创新模式探究》的理论体系，从输出导向、单元统整、思维进阶三个核心维度，提出小学作文教学的改革路径与实践策略。研究选取四年级下册第一单元“自然与生活之乐”、六年级第一单元“百里不同风，千里不同俗”、四年级第四单元“神话，永久的魅力”为教学实验案例，系统剖析传统作文教学的内在问题，阐释单元统整式作文教学的核心理念，构建起读写深度融合、教学全程浸润、训练分层推进、生活实践关联的教学模式，并提炼出可落地、可操作的实施路径。实证研究结果显示，该教学模式的运用让学生写作方法迁移率提升60%以上，作文主动完成率从65%提升至92%，作文优秀率从32%提升至58%，切实破解了传统作文教学面临的实际困境，为小学作文教学提质增效提供了实践参考。
关键词：输出导向；单元统整；思维进阶；小学语文作文教学
作者简介：任萍，小学语文正高级教师，广东省惠州市惠城区富民小学，研究方向：小学作文教学，电邮：renping19950623@163.com。
Title: Output Orientation, Unit Integration and Thinking Advancement: A New Paradigm for Primary School Chinese Composition Teaching
Abstract: Teaching Chinese writing in primary schools is a critical carrier for fostering students’ core language literacy. For a long time, constrained by the traditional fragmented teaching model, it has exhibited various shortcomings in coordinated planning of teaching objectives, accumulation and application of writing materials, and guidance and cultivation of deep thinking. Based on the author’s 36 years of frontline teaching experience in primary school Chinese, combined with the research outcomes of the provincial-level master teacher studio’s research team, and relying on the theoretical framework of “Inquiry into Innovative Models of Primary School Writing,” this paper proposes reform paths and practical strategies for primary school writing instruction from three core dimensions: output-oriented approach, unit integration, and thinking progression. The study selects three teaching experimental cases: Grade 4, Volume 1, Unit 1 “The Joy of Nature and Life”, Grade 6, Volume 1, Unit 1 “Different Customs Across Different Regions,” and Grade 4, Volume 1, Unit 4 “Mythology: Eternal Charm” to systematically analyze the inherent problems of traditional writing instruction, expound the core philosophy of unit-integrated writing teaching, construct a teaching model characterized by deep integration of reading and writing, full-process immersion in teaching, progressive advancement of training, and association with life practice, and distill implementable and actionable implementation paths. Empirical research results demonstrate that the application of this teaching model has increased the transfer rate of students’ writing methods by over 60%, raised the completion rate of voluntary writing from 65% to 92%, and improved the excellence rate of writing from 32% to 58%, effectively addressing the practical challenges faced by traditional writing instruction and providing practical references for enhancing the quality and efficiency of primary school writing teaching.
Keywords: output orientation; unit integration; thinking progression; primary school Chinese composition teaching.
Author Biography: Ren Ping, senior professor-level primary school Chinese teacher at Fumin Primary School, Huicheng District, Huizhou City, Guangdong Province. Her research direction focuses on primary school Chinese composition teaching. E-mail: renping19950623@163.com.
Received: 04 Mar 2026 / Revised: 20 Apr 2026 / Accepted: 29 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
