Practice Of Writing Teaching In Junior Middle School Under Network Background

Summary at present, with the popularization of the Internet,our society has entered into the "information society". Knowledge and information become the things people are most concerned about at the age of knowledge economy. At such a time, writing is not only a means of creating and processing the information, and is also a material in the production of tools. But now, poor writing skills still is a prominent issue in secondary language teaching. In this regard, the author makes an assertion: exploring new writing teaching mode under the environment of network can optimize composition teaching, and effectively improving students ’ interest and ability.This thesis is divided into three chapters. The first chapter mainly introduces the settings and importance of the research, as well as the present situation at home and abroad, and put forward my own arguments. In the second chapter, based on the survey of traditional composition teaching in middle schools, the author analyze its defects and deficiencies, so that to have a glimpse of the necessity and feasibility under network environment teaching. Second chapter is the most important, and in this chapter, the author combines the actual teaching with own theories, to explore the composition teaching under the network environment. With the guidance of theories through multiple network, some thoughts and insights have appeared during writing teaching experiments. Divided into specific practice preparation, process of writing and writing results showed. Chapter III discusses the problems in the Internet composition teaching and the coping strategy. Every coin has two sides, so does the network. There is no doubt that it has incomparable advantages of traditional composition teaching. But we should still be calm and have rational thinking. There are some problems, such as excessive appearance of network language and indecent words, coping others’ writing seriously, lacking of ability in Chinese writing. In response to these, the author puts forward corresponding countermeasures. Only making the best use of the advantages and bypass the disadvantages and guiding students to actively take the initiative, effective composition classroom can come into being.