The Research On Reading-to-Writing In Narrative Writing Teaching In Junior Middle School

In today's age,writing is not only a manifestation of human literacy,but also an essential skill based on society.Narrative as a basic and practical writing style,naturally occupy the primary and core position of composition teaching.As the last semester of compulsory education,the junior high school period is a crucial period for improving the ability of students to write narrative writing.The CompulsoryEducation Chinese Curriculum Standards(2011 Edition)puts forward clear teaching objectives and teaching suggestions for narrative writing in the 7~9 grades of junior high school.However,in the actual narrative writing teaching,the requirements of the curriculum standard are still not realized,and the actual teaching process There are still many problems to be solved in the process of realistic teaching.This thesis firstly uses the questionnaire to investigate the current situation of narrative writing teaching for 40 teachers and 220 students in a middle school in Kaifeng City.Then,from the results of the survey,the author analyzes the problems existing in the current narrative writing teaching,mainly focusing on three aspects.In terms of teachers,there are mainly problems such as ignoring the emotional experience of mobilizing students,serious disjointed reading teaching and narrative writing teaching,and lack of process guidance in narrative writing teaching.On the student side,there is a lack of stylistic awareness and the ability to use the language for written expression is not strong.And reading superficial,lack of independent thinking and other issues.In terms of teaching materials,there are some problems in the teaching of narrative writing in Chinese textbooks,the lack of independent knowledge system in writing teaching,and the lack of sequence in writing teaching.In response to these problems,The author takes the theory of reading and writing as a breakthrough,and takes the theory of "Compulsory Education Chinese Curriculum Standards(2011 Edition)",the theory of learning transfer,and the law of physical and mental development of junior high school students as the theoretical basis.By combing the Ministry of Education to compile a version of junior high school Chinese textbooks,it is found that the textbook reading text contains rich narrative writing resources.In the reading process,you can choose different characteristics according to the article's intention,structure,subject matter,writing style and language.The integration of narrative writing resources is realized,and the migration from reading to narrative writing is realized,thus completed the feasibility analysis of reading-to-writing in the teaching of narrative writing in junior middle school.On the basis of the above investigation and analysis,a series of specific strategies for reading-to-writing in narrative writing teaching in junior middle school are proposed.In the process of narrative writing teaching,teachers should be good at using text resources,first stimulate the writing interest of junior high school students,and expand the thinking of students' narrative writing by writing through reverse thinking,continuing to write stories,and abbreviating abbreviations.After the students' desire to write is mobilized,the teacher will explain the style based on the text and teach students the knowledge and skills of the narrative writing,ideas,language and other aspects.Finally,relying on reading the way to broaden the narrative writing training.Pre-class preparation,training students to write orally.In the classroom,from the articles with different characteristics,collate the narrative writing resources,learn to determine the viewpoint,imitate the structure,follow the theme,emulate the method,accumulate the language,and carry out the knowledge transfer of narrative writing.After class,on the one hand,the students are urged to write a diary to collect the writing materials.On the one hand,the method of "text radiation" is used to guide students to extend reading,and to improve the training of the narrative writing of students by writing a book review.