Junior High School Writing Teaching Mode Comparative Study

Every teacher works hard with the good hope of the students’ good writings which is alsothe students’ hope．However this ideal teaching of writing we long for is hard to overcome．So，in order to teach writing effectively，we should understand the writing teaching model and useit．Indeed，there must be a procedure during the curriculum reform from breaking towardslegislation．As long as the solution of the writing teaching mode，there will be no problem ofthe Chinese classroom instruction structure and order．At the same time，the teaching of writingin the context of new curriculum model is by no means the traditional teaching mode，whichrequires in-depth reflection the pros and cons of the traditional mode of teaching to establish awriting teaching mode which will be adapted to the new curriculum stand and develop duringits applying．The thesis is divided into four parts：The first part is the comparative study of writing teaching modes through the theoreticalbases，evaluation methods and the value orientations．The theoretical bases for the comparativestudy to identify the teaching modes of writing are firstly mentioned such as effective teaching；the concept and spirit of the Chinese new course target and the philosophy knowledge．As forthe assessment，there are three main methods to compare the writing teaching mode：diagnosticassessment； formative assessment and summative evaluation．The value orientation shouldfocus on the following four aspects．First we should focus on the emotional education to guidestudents to connect their cognition and emotion，to show their positive feedback through thepersonal actions．Second，we must focus on the aesthetic education．It emphasizes the freedomof creativity， emotional experience， vividness， forms of diversity and dialoguecommunicative．Third，we must focus on personality education． From the true， the good andthe beautiful three aspects to guide and train students in writing．Finally，it’s the innovationaleducation based on life experience to create a source；with practical activities to explore thecreative process in order to build an open platform chasing the development of creativethinking．The second part analyzes the problem of the junior high school writing teaching．The common problems of the middle school students’ essay writing can be summarized from theanalysis of the composition of Chinese test papers．First，the problems of the.students’ ownwriting abilities such as belows．They’re poor of Chinese writing foundation and topicexamination ability and they can not get the deep conceptions， theinnovative themes and theunique designs according to the writing requirements．The second part lies in the teachers whoare without a careful analysis of the textbook and the students and the full preparations．Duringthe teaching process，the teachers easily value the writing model trainings but overlook theknowledge accumulation process；value the writing fragmentations but overlook coherence ofthe knowledge system；value the regular writing instructions but overlook bold characteristicinnovation；value the utilitarian guides of writing but overlook the humanities edification；valuepracticing but overlook correcting；value the sweeping commenting but overlook the analysis ofthe students’ writing and their engagement．Due to the above problems，the students andteachers’ let-it-go attitude towards the writing leads students’ little writing improvement and thelack of self-awareness．The third part is an overview of the traditional teaching of writing mode．First list threedifferent composition teaching modes：“Four step nine section method” requires the segmentedteaching through reifying the traditional writing teaching“to see more，to write more，to correctmore”．“Nine-step training” writing teaching mode includes speaking, listening, minding，thinking，imitating，writing，correcting and assessing．The“eight step sixteen words”writingteaching mode is changed，on the beginning，read，guide rated，complex，correcting，taste，evaluation．Then compare the traditional writing teaching model characteristic of commonalityand differences， and analyses the similarities and differences of origin．We should payattention to the emotional education．To guide students to knowledge integration，individualtraining， attention to personal experience， induction of personal emotions， positivefeedback．Secondly，to pay attention to aesthetic education．The fourth part is the implementation of effective strategies for teaching writing. Writingan effective strategy for teaching emotional first strategy, pay attention to the emotionalstudents, writing in the setting of the topic, and more to care for the young, helping others,saving food, culture and environmental awareness, develop a global awareness the maintheme. The second is the life of the strategy. Life is a teaching strategy in the context of life learning situations, people from the natural to the community to achieve human development,you must truly understand what they have learned and can apply what they learn. Life teachingstrategy requires writing content from the proposition, subject to the material, content andorganization, the process should reflect the people’s lives. The third is the communicationstrategy. Teaching of writing should be a also exchanges between teachers and students, mustalways reflect the dominant position of students, give full play to the students in the learningprocess of the enthusiasm and initiative. Teachers, teachers and students in an interactiveenvironment to become the creator of the provider of networking opportunities, interactionbetween teachers and students in the development of the organizers of the supporters, helpers.In this paper，I make a study of junior high school writing teaching mode under the supportof the theory of effective teaching，psychological knowledge and so on．I propose my own ideaafter describing the current junior high school teaching of writing inspiration and reference andhope to give my modest contributions to the teaching．...