A Study Of Junior High School Chinese Writing Teaching Based On Communicative Context

The junior middle school’s Chinese writing teaching mostly focus only on writing results and students’ writing scores, neglect language’s communicative function and writing’s actual function. Most junior high school students do not like or even hate writing, and write passively.Faced on the effect of Chinese writing teaching,teachers often at a loss flawless.In order to explore the junior high school’ Chinese writing teaching based on communicative context,this research mainly uses such survey methods,including method of researching literature material,analysis case, classroom observation and questionnaire. In order to have a more in-depth understanding of the problems of junior high school’s Chinese writing teaching, the author analyzes the problemand draws the following reasons.The impact of the current examination oriented education system, the influence of the traditional writing teaching model, and teachers’ writing literacy needs to be improved.On the basis of the existing problems and the analyzing on the causes of it, in order to improve the level of junior middle school’s Chinese writing teaching, the author puts forward following implementation strategy of junior high school’s Chinese writing teaching based on communicative context.Firstly, the writing teaching process should regard the writing’s communicative function as the core, and clear the writing teaching goal.Then proceed the writing proposition, guidance, correction and evaluation. Secondly,the teacher should have a comprehension of Communicative Writing,and then proceed the writing teaching.Once more,the students should clear communicative writing’s elements, and then began to write. Finally,the examnation should gradually increase the test on Communicative Writing.The study of writing teaching in junior middle school based on communicative context is good for enrich the theory of Chinese writing teaching in junior high school, and also promote junior high school teachers to improve the effect of Chinese writing teaching. At the same time, the author also hopes that this research can provide a workable reference to the students’ later education practice.