Carry Out Practical Research On The Teaching Of Creative Writing In Junior High Schools

Creative writing is a teaching mode of writing.It originated in the United States at first.Because of its attention to the cultivation of creative ability and individual life,creative writing is gradually valued by more non English speaking countries and introduced into China at the beginning of this century.It is characterized by practice and creativity: Based on the exploration of individual emotion and life experience,it creatively integrates the objective knowledge of the world with the subjective cognition of the world to form a work.Workshop teaching method is the most effective teaching method,usually in the form of teachers under the auspices of a joint multi angle review of students' work.At present,the composition teaching in junior middle school mostly stays at the level of teaching writing knowledge,neglecting the acquisition and training of practical writing ability.Under the pressure of examination,the long-term teaching inertia makes teachers usually regard the basic knowledge and methodology knowledge of writing as the core of composition class.It not only makes students lose the freedom of creative expression and writing interest,but also just imparts knowledge paradigm,ignores the cultivation of actual writing ability,and creates a large number of teachers and students who are "right in class,blank in writing brain".The development of creative writing in the past 100 years is undoubtedly an effective exploration of the way to obtain the ability of "writing".Based on the existing theoretical achievements at home and abroad,this study observes and grasps the practical process of introducing the concept of creative writing into the composition classroom according to the author's six-year Teaching experience of junior middle school Chinese Event research,mining typical teaching events from the real situation inside and outside the classroom,and measuring the practical possibility and value of introducing creative writing into composition teaching in junior high school through "telling" and "retelling".The thesis is divided into three parts:The introduction part includes the origin and background of the research,the purpose and significance of the research,the object and method of the research.The main body of the thesis consists of two parts: Narration and retrospection.The first chapter,the second chapter and the third chapter are the narrative part,focusing on several representative composition courses or their related elements to carry out situational narration,comparing with the specific suggestions in the implementation of writing teaching in the compulsory education Chinese curriculum standard(2011 Edition),focusing on the four stages of teaching and Application of creative writing concept in materials acquisition,conception,writing and modification Related content of learning.The first chapter focuses on materials and ideas,focusing on the requirements of "writing teaching should be close to students' reality,so that students are easy to write and happy to express" in the curriculum standard,respectively,from the three levels of classroom teaching process,lesson preparation process and the thinking process of transforming the theoretical guidance of creative writing into teaching behavior,it describes three educational events.Starting from a "self introduction" class,let students initially feel what is creative expression.Then it narrates the process of preparing for a composition class.From the initial thought to the final classroom presentation,it reproduces the teaching discussion process of "putting the teaching concept into the classroom operation".Finally,by recording the thinking in a manual class,it presents the specific process of thinking transfer and transformation in the teaching practice.The second chapter focuses on the two stages of writing and revision,from "drafting" and "processing" to "communication" and "re creation" of the article,in response to "guiding students to learn how to write in writing practice" in the curriculum standard.We should attach importance to guiding students to improve their writing ability in the process of self revision and mutual revision."The third chapter is about the writing training which permeates the daily teaching.It describes a series of daily theme writing exercises extended from the late collection and the process of forming the students' spontaneous writing community.The last part of the paper is the review and reflection part.It reviews and reflects on the whole process of introducing creative writing into junior high school composition class in the past five years,refines the practical form of creative writing teaching,and puts forward some thoughts and suggestions on composition teaching.Through the research method of educational narrative,the author records the author's personal experience of writing teaching in junior high school,reflects and improves his own writing teaching ability,and at the same time,through the narration of the real situation,establishes the sense of identity in more teachers' educational practice cognition,in order to provide practical reference for the front-line Chinese teachers to carry out composition teaching and related research.