Teaching Junior High School Writing Under The "Non-directive Teaching" Concept Guidance

Junior high school writing teaching has very important role in promoting students’ development, but the current junior middle school writing teaching is generally in the inefficient situation. In the writing teaching, student’s main body status is not fully respected, students can actively for writing practice, both learning potential. Therefore, it is necessary to study "non-directive teaching" concept under the guidance of junior high school composition teaching, so as to change the inefficient status of junior high school writing teaching." non-directive teaching practice in China began in 2000," non-directive teaching "concept and 2011 edition" language curriculum standard "and" Chinese course standard(experiment draft) "are very similar in concept, especially the 2011 edition of" Chinese curriculum standard "in junior middle school writing teaching part more emphasis on the cultivation of student’s independent writing ability, the teacher’s teaching goal design of practical and modification of teachers on students’ articles of diversification. Their core connotation is the student as a center of learning, its contains three layers: as its essence of equality between teachers and students, sincere dialogue, and grow independently. This shows that it is the emergence and development of conform to the trend of The Times.This thesis is divided into four chapters. The first chapter is about the concept of "non-directive teaching" the feasibility analysis, from the analysis of connotation of "non-directive teaching" idea, specific analysis of the concept of "non-directive teaching" concept, theoretical foundation, implement principle and significance. And combining the current status of junior high school writing, analyzes the "non-directive teaching" concept in teaching junior high school writing status quo and the reasons of the loss.The second chapter pointed out that "non-directive teaching" concept teaching strategy in the writing teaching in junior high school. This chapter mainly through the analysis of the problems in the concrete writing teaching of junior high school and compare the 2011 version of the "language curriculum standard" and "Chinese course standard(experiment draft)", as well as the similarities and differences of clear 2011 edition "language curriculum standard" to the requirement of junior high school writing teaching, and according to the 2011 edition of "language curriculum standard" to the requirement of junior high school writing teaching and the connotation of "non-directive teaching" concept put forward the corresponding teaching junior high school writing strategy.The third chapter is the author collect the specific secondary specific teaching cases, and points out its embodiment of the connotation of "non-directive teaching" concept, to explore "non-directive teaching" concept in teaching junior high school writing implement the desirability.In the fourth chapter for junior middle school thesis teaching "non-directive teaching" concept should pay attention to the problem. Will "non-directive" teaching ideas and teaching ideas of "instructions", and will be found by sorting out problems that should be paid attention to in teaching, promote the "non-directive" the effective teaching in junior high school composition teaching.In this paper, on the basis of predecessors’ research, in-depth study related theory knowledge, and based on teaching practice, to qinhuangdao 14 middle school as the research object, trying to find "non-directive teaching" concept under the guidance of junior middle school writing teaching effective teaching methods.