Research On Teaching Strategies Of Active Writing In Junior Middle School Chinese

Writing teaching has always been the top priority of Chinese teaching,but for a long time,it is difficult to solve the phenomenon of "false,big and empty" in students’ writing.With the changes of the content of writing textbooks,junior high school writing teaching has ushered in new opportunities and challenges.More and more teachers focus on the active writing teaching and pay more attention to the internal development of the writing subject.This paper takes the writing teaching content of junior middle school Chinese teaching materials of grade 6 to 9 as the research object,tries to apply constructivism theory,task driven theory,activity theory to writing teaching,and guides students to learn writing by doing under the driving of meaningful tasks,and finds out the specific practical teaching strategies of active writing,so that writing teaching can be improved Cheng is based on students’ autonomous activities.The paper is divided into four chapters.In the introduction,the paper expounds the reason and significance of the topic selection,analyzes the relevant research status,and introduces the research methods and ideas.The first chapter describes the definition of the concept,the basic characteristics and the characteristics of the concept.The concept of active writing is the basis of writing.After elaborating the definition,this paper further analyzes the basic characteristics of junior high school Chinese activity writing teaching,summarizes the characteristics of activity,interaction,situation and timeliness,and finally expounds the concept characteristics of active writing teaching,which lays a solid theoretical foundation for the construction of junior high school Chinese activity writing teaching strategy.The second chapter,according to the requirements of unified edition writing teaching and students’ writing needs,tries to put forward some specific procedures and Strategies of junior middle school active writing teaching: establishing teaching objectives,designing activity plans,organizing experience activities,interactive communication experience,cooperative evaluation and modification,so as to provide specific operation mode reference for the actual teaching of active writing.In the third chapter,the author carries out the experimental research on the teaching of active writing,compares the changes of the pre-test and post-test of the experimental class and the control class,and analyzes the actual influence of the active writing strategies proposed in this paper on the students’ writing ability.This part uses four complete first-line real teaching examples,trying to achieve the combination of theory and practice.The fourth chapter summarizes and puts forward the prospect of future teaching.