Study On The Chinese Story Composition Teaching In Junior High Schools

Story-telling Writing Teaching Method has been prevalent long abroad,which promotes teachers to express reasonably and properly by story telling; However in China, especially on the mainland, research on story-telling writing teaching method is scarce in middle school stage,except for some of the primary school stage. The reason is that the absence of stories in the compositions of junior middle school students made them hard to step forward just like a boat in the desert. This article calls on the return of stories to the students’compositions, and argues about the theoretical basis and operating skills of Story-telling Writing Teaching Method in the perspective of theory and practice.Firstly, this article defines Story-telling Writing Method; Secondly, a comparison has been made on the conceptions of traditional writing teaching method and Story-telling Writing Teaching Method, which further make the concept of Story-Telling Writing more understandable and clearer. Thirdly, An analysis has been made on the theoretical basis of Story-telling Writing Teaching Method in education and psychology, and the directional principle of Drawing back after Casting,Combination of Reading and Writing,Focus on thinking as well as Teacher’s Modeling; Thirdly, narotology knowledge borrowing makes the production of the practical strategies of Story-telling Writing Teaching Method; Last but not least, the main qualities which the frontier teachers,students and schools should have are suggested.The return of stories into the life of students, and the spotlights lightening the composition which can make the students writing skills further improved are what make the meanings of Story-telling Writing Teaching Method in junior middle school.