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

Writing teaching has always been an activity to test the comprehensive capabilities of Chinese.Through writing teaching to enhance students' language skills and develop students' interest in learning.But all along,junior high school composition teaching has been modeled,restricting students' thinking and binding students' freedom of expression.Over time,the composition has become difficult for teachers to teach and difficult for students to write.One of the important reasons leading to this phenomenon is the lack of situational composition teaching in composition teaching in junior high schools.Situational composition teaching is a composition teaching method based on emotion.It advocates creation of situation and observation of life in the process of composition teaching.The teacher consciously makes students carefully observe certain scenes,characters,and actions,and can grasp the main things.Features,use imagination to perform detailed descriptions.With the continuous deepening of the new round of education reform,more and more language educators have turned their attention to situational teaching,and the situational composition teaching has also received more attention.However,the problem of insufficient attention to situational composition teaching in practical teaching still exists.It has also become a major obstacle to the development of student writing.Therefore,the author focuses on the context composition teaching of middle school students.Under the guidance of Li Jilin's situational education,this essay combines the 2011 edition of curriculum standards and the current status of the teaching composition of middle schools.Then combine these questions from the three aspects of teachers,students,evaluation to put forward some of their own views on this issue.These strategies hope to play a guiding role in improving the level of junior high school writing in future teaching.