The Research Of The Situational Teaching Model On Writing Teaching In Junior Middle School

Junior middle school Chinese education is in the compulsory education of the fourth stage. It looks like a significant bridge between primary school and senior middle school. Writing teaching is an important part of Chinese education. Composition reflects students’ability in language expression. Composition directly reflects students’thought and language skills.Cognitive development of students in junior middle school is in the early stage of formal operational stage, students have independent thought ability. In the writing teaching activities, teachers should promote the interaction between students’emotion and thought. Teachers should help students to unlock writing circuits. Teachers should make students really involved in writing activity. Teachers should let students use their life experience and thought to slowly accumulate knowledge and ability. This article believes the core of the situational teaching model on writing teaching in junior middle school lies in the relationship between emotion and thought. Emotion can promote and guide thought. In the process of thought, idea can produce emotion. Under the interaction of thought activity and emotion activity, the situational pictures are formed in the brain of students. The arrangement of the situational pictures is based on the ideological center. The compositions of students display the situational pictures finally.The thesis research the situational teaching model on writing teaching in junior middle school by the method of literature study and investigation, according to theoretical interpretation, value orientation, implementation procedures, and judgments. In the part of theoretical interpretation, this thesis explains the development of teaching model from the longitudinal analysis. The thesis introduces the teaching model of literary form, the teaching model of writing knowledge, the teaching model of writing process, the teaching model of writer from the horizontal analysis. The paper believes that the teaching model is related to teaching reform. Teaching model has the characteristics of strong objectives and relatively stable structure. The paper gives a detailed analysis of related concepts of the situational teaching model on writing teaching in junior middle school. The paper believes the teaching model can cause students to discuss, and arouse the students thinking, students will get the situational pictures. The teaching model pays more attention to guide the students to establish correct emotional attitude and value. They can stimulate students thought activity, and provide condition for students’ability of innovation.The article determines the value orientation from the analysis of the theoretical basis, value, characteristics. The paper believes China literary theory, cognitive science, psychology and education to provide the theoretical basis for the teaching model on writing teaching in junior middle school. Writing knowledge teaching and writing thought teaching are simultaneous. The value is that teachers teach composition, and teach discrimination in the society. Students can learn to observe the natural world. They feel the personal inner voice in the writing activity. They will have unique and lofty vision, and write words in their own language. So students can write the high quality composition. It also points out that the teaching model is not a panacea; teachers can adjust the teaching model according to the actual situation. The characteristics of the teaching model decide its value orientation. The characteristics of the teaching model are that artistic conception is the basis, emotion is the core, situational pictures are effective means, and Chinese accomplishment is the ultimate goal.The article believes that the operation process of the situational teaching model on writing teaching in junior middle school are divided into introduction of situation, forming situation and writing situation. Methods of introduction situation are that teachers display written materials, pictures and literary texts. The stages of forming situation are shaping situational pictures, the analysis of the situation centre, and new situation development. The requirements of writing situation are situational pictures arrangement, the description of situational pictures in standard Chinese, and writing context with beautiful words. The evaluations of the situational teaching model are divided into the evaluation of learning achievement and the evaluation of teaching work. The operation process and the evaluations should follow the rules of cognition and psychological characteristics. Teachers rely on the theory of the teaching model to design teaching plan. Teachers should constantly improve the teaching model.