A Research On Diary Writing Application In Middle School Chinese Writing Teaching Setting

Writing teaching has always been considered as the most important and difficultpart in junior school education. It is common to find falseness, devoid of content anddullness in students’ writing works because they have less life experience and lack ofwriting skills. To address this issue, the frontline teachers and education researchershave paid much efforts on proposing dairy writing as a practical method which couldbe used in both research and practice to improve the writing teaching performance.However, the systematical frame work of diary writing application pattern has not beenbuilt up yet. Teachers and scholars are struggling on the exploration of theory research.Although some of them have obtained some achievements, the corresponding theoryframework has not been presented.In practice, there is no operable and effective method to guide and regulate theapplication of diary writing teaching in the setting of Junior middle school writingteaching at present time. This paper aimed at finding a effective application pattern ofdiary writing in Junior school composition teaching and improving the writing qualityof middle school students.This research is carried on by studying and comparing the current dairy writingteaching progress in both domestic and foreign countries, and investigating thecharacteristics of the writing ability revolution of junior middle school students.Interviews, literature study, action research and case analysis are adopted in this paperto investigate and analysis current composition writing problems in middle schoolsetting. The interview attendants are from author’s class, they are investigated forproviding a better understanding about the current students’ writing problems. Theliterature study gives a insight to the history and development of diary writing teaching.Scholars’ attempts towards immigrating the dairy writing to composition teaching havealso been illustrated. The effectiveness and efficiency of the proposed applicationpattern of dairy teaching have been evaluated by action research and case studymethods.Based on these efforts mentioned above, this paper proposed a dairy teachingpattern which could be applied in middle school composition teaching. This pattern hasclearly defined the teaching target system, teaching strategy, teaching content, teachingdesign and teaching effect evaluation in details. The theory framework is obtainedfrom three aspects of practice:"three-dimension" goal, course level and study field. Targets for students, teachers and education researchers have also been set respectively.Besides, the proposed pattern also take advantages from the characteristics of middleschool students writing ability development, it adopted the classroom teaching,situational writing, collaborative writing method of teaching by different stage andlevel.Likert-scale method has been introduced for evaluating the teaching effect here.By using formal specification, the proposed pattern defines diary writing performancestandards and performance level. Numerical method and scoring assessment systemmade the evaluation more objective, intuitive in describing the students’ writing leveland both the strong and weak points in their writing works.A practical teaching case which is about a writing task on narrative of "thecloud" showed the proposed diary writing teaching process. By walking through thewriting task, it can be seen that the proposed diary writing teaching tremendouslyimproved the students writing ability, thinking ability and made a significantly impacton cultivating students’ appropriate emotion values. Meanwhile, this pattern alsoprovides a powerful tool for teachers and researchers in guiding the teaching practice,setting teaching target, editing teaching content, making teaching strategy andevaluating teaching effect.