The Strategy Research On The Teaching Of Situation Writing In Junior Middle School

The turn of the century, in May 1999, the Ministry of education launched a new round of reform of basic education in China, and in June 2001 enactment of the education reform(draft). New curriculum guidelines to promote new educational ideas and explore new ways of education. Ten years ago, we are pleased to see that in the new curriculum reform of elementary education nurtured glow with vitality,Chinese teaching in junior high school looks brand new, also injected fresh blood into writing, creating a new chapter teaching. But, it is undeniable that is still a big problem for Chinese language teaching in writing teaching and writing always was a student of a broken heart, which became the pain of both teachers and students.Situational teaching is based on "feelings" as a link to the teaching methods, is a bridge for good communication between teachers and students. It according to the requirements and characteristics of students ’ cognitive development the creation of specific teaching scenes, and create a harmonious atmosphere, induce students ’writing motivations. In the course of teaching, students ’ emotional experience,guarantee the status of students, students actively participate in teaching activities, the students ’ own concerns, promoting students ’ all-round development. Thus, situational teaching is changing the current classroom dull ineffective and effective way to students ’ writing had nothing to say. Therefore, the introduction of situational teaching in the teaching of writing, is necessary.Based on the background of new curriculum reform and writing teaching in junior high school, in middle school composition teaching at the core, under the guidance of theories, trying to build up a new mode of teaching of writing, finding scientific solutions, thus improving students ’ writing skills and improve the teaching efficiency of teachers.Author of middle school composition teaching research is divided into four parts:the first chapter is an introduction, briefly described in this study the cause, both at home and abroad about the situational teaching research, study, and research methods.Chapter two, this study provides an overview is primarily defines the core concepts and analysis of related concepts, summarizes the characteristics of middle school composition teaching and teaching objectives. Chapter based on the analysis of writing teaching in junior high school, based on research evidence and writingteaching in middle school interpretation of requirements both determine the necessity of introduction of situational teaching, which leads to the implementation process of the composition teaching in junior high school. The fourth chapter expounds the principles of situational teaching, then discusses the implementation process of the composition teaching in junior high school. Divided into five process immersion situation, integrate teachers create situations and correcting situational writing, out of context, the complex into the Situational assessment, these five steps to form a complete teaching system, providing guidance and reference for teachers.