The Teaching Strategy Of Composition Writing For Junior High School Students Based On The Revision Centered Theory

Writing is a complex psychological process and an importantembodiment of people’s ability of language expression. The main content ofcomposition teaching in junior high school is narrative writing teaching which isadopted in the Chinese senior high school entrance examination. Therefore, theability of narrative writing not only reflects the students’ cognitive ability andlanguage ability, but also provides an important standard for measuring the writinglevel of middle school students.During recent years, many domestic and foreign experts and scholars havestudied the narrative writing teaching of junior high school. They provided someeffective teaching methods, which can greatly promote the narrative writingteaching. For example, the teaching theory of central composition is defined as: theteacher shows or explains the sample before writing and then the students modeledessay writing. This writing method can enhance students’ writing ability in a shortterm. However, this method could have disadvantageous effects on the mind ofstudents writing, which can make these students stiff. The teaching theory of centralknowledge is defined as: the teacher teach students the theory of writing and letthem understand how to write from the theoretical framework, so as to link theorywith practice. This method can make the students stand on a higher writing leveland writing a novel composition. However, as we know, according to thedevelopment of psychology, the students of junior high school prefer thinking inimages to abstract thinking. Therefore, this theory can provide more profoundtheoretical knowledge in a short time. With the development of the further research,more and more people can understand several profound ideas. For example, thewriting activities of students should focus on the dominant position. The studentsshould stimulate their writing motivation, writing process, and their thinkingactivities. Therefore, we suggest that cultivating the revised-writing ability is thebase of improving the narrative writing level of the students in junior high school. Due to the fact that the writingology of in-conceivability is to pay attention tostudent’s writing thinking and the writing process, this method can promote therevised-writing ability of the students by applying the in-conceivability thinkingmodel. In this paper, we proposed that the writing teaching in junior high schoolshould follow the transition from the teaching mode of central composition andcentral knowledge to in-conceivability writing mode. The aim of this revisedmethod is to promote the efficiency of the narration writing teaching.This paper can be divided into four chapters. Firstly, the status and developmentof narrative writing teaching in junior high school is introduced. Secondly, thetheoretical basis of the narrative writing training for the students of junior highschool is studied in detail. Thirdly, the concrete study on the narrative writingmodification will be investigated. In addition, we will discuss the narrative methodsof cultivation for the writing ability of the students of junior high school.