Teaching Reflection And Processing Strategy Of "Good Narrative" In Composition Teaching In Junior Middle Schools

In the composition teaching of middle school,the expression of "the good" values and the expression of "good narrative" have subtly influenced teachers' composition teaching and students' writing.It is true that "the good narrative" has produced a large number of excellent articles with truth,goodness and beauty.These articles play an important role in promoting sincerity,kindness and beauty.But excessive "good narrative" has made writing go to the other extreme.As a result,the context of "good narrative" has drowned personal discourse and obscured the individual voice.The works in this kind of context,the characters are the same,the story is similar,the expression of emotions is so close,and the language expression is empty and boring.If things go on like this,as a student,the imagination will be increasingly exhausted,the mind will be increasingly hollow,and the people will lose their personality.Therefore,some students will establish a set of language systems that they do not speak the truth for self-protection and they mean to do it.This kind of language system makes students'compositions more and more far away from the truth,full of cliches,and even makes students' emotions become empty,indifferent and numb.As teachers,they are also bound by the context of "good narration".In composition teaching,there is a lack of thinking,personality and creativity.It is difficult to guide students to write creatively due to the simplification and mechanization of aesthetic standards for writing.This paper focuses on reflecting on the restraint of works and writers brought about by the discourse system of "good narration",to clarify the harm of excessive "good narration" to writing itself,and tries to break this deadlock and get out of this dilemma through a series of teaching experiments and writing experiments from the two aspects,teachers and students,the subject of composition teaching.To be specific,this paper attempts to find out the good by facing the evil through intentional "abandoning the good" writing,deliberately abandoning the value of "good" in the writing,and even trying to "narrate the evil" and "express the good".And introduce "the theory of gray level",to break the "good and evil opposite" thinking set,guide teachers and students to pay attention to and write the "non-good and non-evil" objective existence.By borrowing Roland Barthes' "zero writing theory" to try to write,as far as possible to abandon the influence of values on writing,writing calmly and objectively.We should advocate and affirm the concept of multiple values,break the thinking inertia and value stereotype dominated by the context of "good narration" for a long time,return the writing to the writing itself,create the context of multiple values,and maintain the maximum independence and tolerance in writing.I hope these can provide a valuable reference for the composition teaching in middle school.