Investigation And Strategic Research On The Normalization Of Composition Language And Writing Of Junior Middle School Students

It is an important part of Chinese teaching to cultivate students' ability to use language and writing.Composition,as a specific form of written language expression,can best reflect students' mastery of language and writing and their ability to use it.Language standard and fluent text is the basic requirement of composition writing,but the current situation of junior high school students' composition language is not optimistic,and the problems of mistyping words and inaccurate sentences greatly reduce the level of composition language and restrict the development of language ability.In this regard,this paper takes the junior middle school students of three middle schools in Leshan City as the research object,investigates and studies the normative situation of junior middle school students' writing language use,hoping to arouse teachers' attention to the problem of students' language use norms,and actively adopt coping strategies in teaching,so as to improve students' ability to standardize language use.This article is divided into five parts.The first part is an introduction,which consists of three parts: the reason and significance of selecting the topic,the literature review,the research ideas and methods.The second part gives an overview of the norms of composition language and writing,including three aspects: the connotation of the norms of language and writing,the definition of related concepts,the view of language norms held in this paper,and the value and significance of the norms of composition language and writing.The third part is to understand the normative situation of junior high school students' composition language,and to explore the problem of students' composition language norms from various perspectives by means of sampling survey.It is found that there are problems in writing format,word use,sentence expression,paragraph discourse and punctuation marks in students' composition.At the same time,using questionnaires and related interviews,we can further understand the normative status of junior high school students' language use,and find out the problems of students' language use.The fourth and fifth parts,based on the results of investigation and analysis,discuss the causes of non-standardization of composition language from three aspects: students themselves,teachers' teaching and language environment,and then put forward improvement measures around three dimensions: enhancing students' ability to standardize language use,strengthening language standardization teaching and purifying language environment.Firstly,we should give full play to the students' main role,improve their language learning habits and language accumulation,and improve their ability of standardizing language use.Secondly,based on teachers' teaching,we should strengthen language standardization teaching from four aspects: language standardization teaching concept,language standardization teaching content,language standardization training methods and language standardization evaluation mechanism,so as to promote students' standardization of language.Finally,we should focus on the two language environments of campus and society to create a good atmosphere for students to standardize their language.