Study On Teaching Practice Of Communicative Context Writing In Junior Middle School

Writing is an important part of Chinese teaching in junior high schools and it is related to the improvement of students’ performance and the long-term cultivation of comprehensive literacy.However,the actual situation is unsatisfactory.Many teachers and students are repellent to writing,teachers cannot start,and students are more afraid of writing.The reason is that teachers are teaching to improve their grades,but they neglect the process and purpose of writing,and ultimately obliterate the interest of students.This causes writing to become torture and burden.This article introduces the teaching of communication context writing,tries to break through the old writing ideas,and explores the solution to the difficulty of writing in junior high school.In view of my coaching experience,I took the middle school of Yudu junior high school as an example.The method of theory to connect practice,questionnaires,statistical analysis,case analysis,and other research methods are comprehensively used in this paper,and I try to contribute to the teaching of junior middle school language writing on the basis of the discussion of "communicative context writing teaching".The article is divided into four chapters: The first chapter explains the teaching theory of the communicative context writing,and points out that it has three characteristics: "writing purpose","reader object" and "communicative context".The second chapter is a survey of the current status of writing teaching based on work field.Through investigation,it was found that writing and writing teaching in the school had problems such as backward writing concepts,outdated teaching methods,lack of teacher-student interaction,random and disorderly writing of teachers,and coping of students’ writing.On the basis of clarifying the problems,the third chapter tries to put forward the communicative context teaching strategies including "raising awareness","creating situation","emphasizing evaluation" and"providing platform",and further interpreting the combination of teaching cases.The fourth chapter is the practice reflection after implementing the teaching of communication context writing.By comparing the academic performance and writing attitude of the experimental class and the control class,the possibility of further improvement of such teaching is proposed.