Teaching Practice And Research Of Narrative Writing For Senior One Students Based On Deep Learning

Narrative writing ability is one of the necessary abilities for high school students.The new Chinese curriculum standard of senior high school puts forward the concept of"Chinese core literacy",and at the same time clarifies that the Chinese curriculum of senior high school needs to cultivate students' language organization and application ability.Narrative writing ability is not only the ability that senior one students need to cultivate urgently,but also the basic ability of students to write texts in future study and work.In the process of writing learning,it is very obvious that students' writing difficulties are presented before school,so it is necessary for students to establish teaching support before teaching.In the existing relevant research,most researchers focus on the pre-school theoretical guidance and post-school teaching suggestions,but the research on the development of students' ability in the process of learning is rare.Therefore,this paper mainly states and analyzes the process of students' writing practice,explores the real problems students encounter in the process of ability growth,as well as analyzes the problems teachers face and puts forward corresponding teaching measures.The introduction starts from the research purpose,research significance and research background,analyzes the current research progress of narrative teaching,and summarizes the development of narrative teaching combined with previous research results,so as to determine the research ideas and methods of this paper.The first chapter discusses the theoretical significance of deep learning theory in narrative teaching of senior high school students.The discussion is divided into three aspects.One is to discuss the practical significance and theoretical value of "deep learning",and how to carry out effective teaching activities by combining the theory of deep learning in narrative teaching in senior high school.The second is to understand Scaffolding Instruction,explore students' metacognition strategy and improve their metacognition ability,and initially research students'teaching scaffolding to lay the foundation for further teaching practice.The third aspect is to clarify the requirements of Core Competence of Chinese Discipline in the new curriculum standard for narrative teaching in senior high school.The second and third chapters elaborate the practice cases of senior one students,do process research on some students,and find out the factors of students' growth.In addition,through many questionnaires,interviews,student surveys and other ways,we found the actual problems in the process of students' writing.After getting the research datum,teachers build "Scaffolding Instruction" for students to guide them to effectively carry out composition training according to the theory of deep learning.The fourth chapter summarizes the harvest of teaching practice,reflects on the relationship between teaching and teachers and the significance of narrative teaching in the evaluation of senior high school students' college entrance examination composition,and finally provides corresponding teaching suggestions for narrative teaching,and provides teachers with some teaching materials for reference in the appendix part.