Research On The Teaching Of Life-oriented Writing In Junior High Schools

The rural Chinese teachers have paid special attention to the teaching of writing all the time.However,the effect is not satisfactory.Most junior high school students do not like writing,or even hate writing.Students just complete the writing tasks,and teachers are at a loss for this kind of ineffective writing.Therefore,this dissertation puts forward the research about rural life-oriented writing teaching in junior high school students,regards the countryside student's life experience as the core to design the writing teaching,which can make the rural students' memories about life aroused and make their writings closely linked to life as well as arouse their interest in writing.This is of great significance to upgrade the rural students' writing ability and the teachers' teaching ability.Based on the understanding of the requirements of the Chinese curriculum standards for compulsory education(2011 edition)on the writing teaching of the fourth learning section,this dissertation takes T middle school as an example to study the teaching of writing in rural life based on theory and practice.In view of its current situation and the analysis of the reasons,this study carries out "life-oriented writing" teaching in rural junior high school,guiding students to see,think,realize and write what they want to say and what they want to write.The structure of this dissertation is as follows:Part One: The introduction mainly introduces the research background and the significance of the dissertation,formulates the research methods of the dissertation and carries out a review of the domestic and foreign research on life-oriented writing.Part Two: An overview of rural life-oriented writing teaching.It clearly defines the three core concepts of writing,life-oriented writing and rural life-oriented writing.This dissertation expounds the theoretical basis of the rural junior high school's life-oriented writing teaching and analyzes whether it can be implemented in rural junior high school's life-oriented writing teaching.Part Three: This part analyzes the current situation of writing teaching in rural middle schools,including the current situation of teaching,students' writing,etc.Taking T middle school as an example,the author investigates the current situation of writing teaching in this rural middle school and analyzes the causes of its problems.Part Four: According to the guidance of life-oriented writing teaching theory,this part carries on the life-oriented writing teaching practice.First of all,apply the life-oriented writing in the teaching procedures,digging into the content of teaching materials,classroom teaching permeating the application of writing in daily life.Secondly,apply the life-oriented writing in the writing content,which focuses on students' life experience,connects reading with life,and integrates life-oriented materials into writing.Thirdly,apply the life-oriented writing in the writing language by changing the classroom teaching form and learning the life-oriented language through various channels.Lastly,apply the life-oriented writing in the emotions of writing by returning to real life and breaking the stereotype of emotion.Part Five: This part analyzes the practice cases of life-oriented writing,the writing cases of students and teaching cases of teachers from four perspectives,and reflect the effectiveness and shortcomings of the life-oriented writing in rural life.