The Cultivation Of Students’ Reader Consciousness In High School Chinese Writing Teaching

Writing teaching is an indispensable part of high school Chinese teaching.However,writing teaching has not received due attention for long and is now generally recognized as ’unimportant’ teaching points.Based on the investigation into the history of writing teaching at home and abroad as well as the status quo of writing teaching in China,this study probes into the current situation of students’ Chinese writing at Chuzhou Senior High School.Besides,the author endeavors to put ’Meta-cognition’ theory into pedagogical practice,the result of which proves that cultivating students’ readers consciousness is an effective approach to enhancing the teaching quality of high school Chinese writing.This thesis can be divided into four sections.In Chapter One,the concept,’meta-cognition,’ is introduced and analyzed,and the instructive function of’meta-cognition’ is also interpreted.Mata-cognition is of great significance to students’self-learning.Teachers are expected to help students have a good command of meta-cognitive knowledge and use the knowledge in their learning.So that both their academic performance and learning efficiency can be better.Namely,improving the teaching effects of Chinese writing,enhancing students’ learning ability and teaching students how to learn.Based on the meta-cognitive theory,the author teaches students to control and adjust their teaching processes,cultivate students’ reader consciousness and transform writing knowledge into writing skills,by following the writing rules in hand,so that the students can evaluate and proofread their own writing.Reader consciousness is illustrated in Chapter Two.Reader consciousness requires authors to pay more attention to readers’ situation when writing and bears the concept of writing for readers in mind.The notion that readers are leading roles in literary appreciation and text interpretation is emphasized.Readers in this research are those who read the high school students’ writings.For the purpose of cultivating students’consciousness,teachers are expected to ask their students to follow the following rules during the process of writing.First,students’ writing motivation can be stimulated by making themselves more clear about who their target readers are.Meanwhile,students’writings can be more pertinent if they keep on taking readers’ demands into consideration.Finally,values of writing can be truly realized by readers’ reading.Chapter Three details the writing of non-continuous texts.Much emphasis should be laid on both the pedagogical practices and researches of non-continuous texts.And students’ writing ability can be enhanced by writing non-continuous texts.Commentaries for the opening ceremony of sports meetings and newsletters in sports meetings are regarded as non-continuous texts and are explored in this research.In Chapter Four,summaries and reflections on non-continuous writing teaching are demonstrated.Some fruits from non-continuous writing teaching practices in this research have been reaped.But some limitations also can be observed.The lack of quantitative evaluation standard in teaching effects makes it difficult to measure to what extent that students’ writing ability can be enhanced.