On The Teaching Of Chinese Writing Strategies In Secondary Vocational Schools

Writing should be subject to meet certain use, achieve a certain purpose, written expression and application materials to the expected effect. In essence, is a kind of spontaneous communication behaviors, is a natural demand. At present, the secondary vocational Chinese teaching writing is not optimistic, students generally lack of writing skills, lack of writing motivation, writing teaching is faced with an embarrassing situation:students do not want to write, the teacher won’t batch.Combined with the students’ physical and mental characteristics and occupation development characteristics, this paper mainly uses the literature analysis, survey research, action research method, the metacognitive theory, theory of learning strategies, writing strategies in the application of theory to the Chinese writing teaching. To study and analyze the writing strategy theory and the teaching situation of Vocational Students’ Chinese writing, and then explains the feasibility of using writing strategies in secondary school Chinese teaching of writing, and the teaching of writing in secondary vocational schools in the practice of inquiry.Attempts were made to a new round of writing strategies in two secondary class teaching. First, starting from the relevant theory, understanding and learning, learning strategies, metacognitive strategy knowledge, understanding from the thought to the importance of writing strategies for writing. Foster students’ metacognitive awareness and ability in writing training, and fully mobilize the students writing ability, start writing strategy training metacognitive strategy based on. The experimental stage and found the students’ writing attitudes have changed obviously, permeating the writing strategies can effectively improve writing ability, and promote the students cultivate the good learning habits, secondary vocational students professional development.