Practice Research On Writing Teaching In Junior High School Based On Checklist

Writing teaching is an important part of language teaching,which has long been regarded as a "big trouble".Students are difficult to write and afraid to write.Teachers are difficult to teach and afraid to teach.Teaching is inefficient and disordered.This research introduces the teaching methods of American Processes Writing,and explores the localization practice path of processes writing teaching method — — "junior high school writing teaching based on checklist" in combination with local reality,analyzes its feasibility and effectiveness,and hopes to provide a reference path for optimizing the effectiveness of "teaching" and "learning" in writing and improving the writing teaching dilemma in China.This research focuses on "checklist writing",with literature research,case research,experimental research and investigation research as the basic methods,covering three aspects of "design of writing checklist","construction of teaching mode" and "implementation of teaching mode".It is divided into the following five parts:The first part mainly describes the background and significance of the topic,research content and key issues to be solved,research ideas,research methods and related literature review;The second part combs the concept,classification and function of the checklist in detail,and analyzes the design of the writing checklist in combination with the Chinese curriculum standard,learning requirements of textbooks and students' learning situation;The third part sorts out the theoretical basis of writing teaching based on checklists and lays the theoretical foundation for constructing teaching models;The fourth part constructs a checklist-based junior high school writing teaching model,describes the teaching implementation process,analyzes typical cases,and selects pilot classes.By comparing the teaching effects of traditional writing teachingand checklist-based writing teaching,it analyzes the effectiveness of this teaching model;The fifth part mainly reflects on the results of the experiment,the interviews of the instructors,and the feedback from classroom observations.It proposes improvement countermeasures to the problems and draws conclusions.The research proposes that the checklist design should be based on the curriculum standards,textbooks,and students' learning situation,follow6 the design process of “textbook study-objective extraction-difficulty determination-clear expression” to ensure their applicability and operability;the teaching mode should take the Writing checklists and Cooperative Learning groups as the teaching basis,and follow the teaching steps of "determining the material-understanding checklist-fragment writing-sharing summary".In the process of teaching implementation,it was found that the checklist-based writing teaching helps students to construct writing knowledge,and can promote teachers' "teaching" and students' "learning" efficiency,and provides new ideas for teachers to guide students' writing process.From the perspective of innovation,this study draws lessons from the teaching concept of process writing,which is an innovative practice of writing teaching in China from the "result" standard to the "process" standard;however,the writing teaching mode constructed in this study mainly focuses on writing guidance,and the content of writing evaluation needs to be developed.