A Study On The Teaching Strategies Of Secondary Vocational School Writing From The Perspective Of Students’ Learning Status

This paper studies the teaching strategies of secondary vocational school writing from the perspective of students’ learning status. In the process of the research, the author saw the previously unseen "students’ writing learning status", which makes it possible to carry out effective classroom teaching of writing truly based on secondary vocational school students’ writing learning status.Both in our current study and life, and in the future career, writing is an integral part of the language application ability. For a person to be able to write, and write well, there must be a variety of conditions: observation ability, reading accumulation, thinking ability, language reserves and presentation skills, etc. Secondary vocational school Chinese writing teaching can promote these conditions in different degrees, and mainly improves secondary vocational school students’ initiative of observing, reading, writing, and thus enables them to express freely what they want to, helps them adapt to the needs of their future career, and improves their cultural qualities. Although secondary vocational school students have had nine years of language learning, and use their mother tongue to think, communicate, and express themselves every day, there are still many students who have no interest in writing, and are even afraid of writing. Investigating the reason, we can find that it comes both from the students themselves and the teacher. In a large part it is because the teacher’s teaching is far from the students’ writing learning status, and some even do nothing about it. The author puts forward some preliminary understanding and practice towards the teaching of secondary vocational school writing based on student’s learning status:The introduction includes the research background, research contents, research method and literature review, and it also states the value of the learning status perspective to the teaching of secondary vocational school writing.The first chapter is “Refining the language of the secondary vocational school students”. Considering the misusing of words among secondary vocational school students, teachers should start from the exact using of words, and then train students to write correct sentences, coherent paragraphs, and finally complete passages. Second, in every writing instruction, teachers should pay attention to the whole process of the students’ writing: all the knowledge reserves, the mental preparation, the logic existing in the conception before writing, the wording in the process of writing, and the modification, evaluation, editing and publishing after writing.The second chapter is “Promoting writing by applying”. This applying includes real writing, practical writing, etc. That is to use all kinds of contests, campus broadcastings, school magazines, and other platforms to strengthen the writing motivation, and also to promote writing by real life experience like campus life, professional need, family affairs and. social hotspots.The third chapter is “Performance assessment”. Teachers should look for the gap between the writing origin and result. There are two major problems existing in current writing assessments. First, deficiency of performance assessment criteria; second, the deficiency of commentary writing class. By establishing writing portfolio management mechanism, and developing performance assessment criteria, teachers should find the gap between students’ writing starting point and their present writing status, find out their every progress, give them performance assessments and archive them in time; teachers should also provide the students with concise, easy-to-understand and helpful secondary vocational school writing modification strategic knowledge; and meanwhile, with regard to the common problems of the class, give evaluation and feedbacks in time, upgrading the writing exercise.