Research On Practical Writing In High School Under Communicative Context Writing

Practical writing,as a practical style,as a communication tool to convey information,express ideas,and solve problems,is closely related to people's study and life.Practical writing is a written activity that uses language in specific practice.Whether it is based on the actual needs of the development of high school students,based on the relevant requirements of the high school Chinese curriculum standards,or based on the pressure of taking the college entrance examination,it is necessary to teach practical writing in the high school stage.However,due to the influence of traditional writing teaching,practical writing teaching has always been in an awkward position.Therefore,it is necessary to explore a new teaching method to improve the efficiency of high school Chinese teachers' practical writing teaching,and to improve the ability of high school students' writing.Communicative context writing is a new theory of writing teaching proposed by Professor Rong Weidong in recent years on the basis of absorbing previous studies.This theory advocates purposeful writing for specific readers in a specific context.It not only meets the requirements of core language literacy,but is also consistent with the trend of writing propositions for college entrance examinations in recent years.It is also conducive to effective improvements in high school practical writing teaching Strategy.The main content of this article consists of four chapters:The first chapter discusses the characteristics,principles and advantages of high school practical writing from the perspective of communicative contextual writing.The author first combines Rong Weidong's concept of communicative contextual writing,and discusses the characteristics and principles of high school practical writing teaching from the perspective of communicative contextual writing by analyzing the elements of communicative contextual writing,and then from the perspectives of curriculum standards and the trend of writing propositions for college entrance examinations.Clarify the advantages of high school practical writing teaching from the perspective of communicative contextual writing.The second chapter is the investigation and analysis of the current situation of high school practical writing teaching from the perspective of communicative contextual writing.The author uses interviews and questionnaires to investigate some teachers and students in the first to third grades in the practice school where the author is located.Based on the results of the survey,summarizes the existing advantages of the school's practical writing teaching from the perspective of communicative contextual writing,and analyzes the existing ones.The problem.The third chapter is the exploration of teaching strategies of practical writing in high school from the perspective of communicative contextual writing.Based on the existing problems and starting from the theory of communicative contextual writing,the author proposes practical strategies for high school Chinese teachers from three different teaching processes before,during and after writing teaching,in order to improve the communicative context.The status quo of the teaching of practical writing in senior high schools from the perspective of writing.The fourth chapter is the practice and reflection on the teaching of practical writing in high school from the perspective of communicative contextual writing.In this chapter,the author selects two common practical writings in high school—letters and speech drafts,and conducts the teaching practice of communicative context writing in the class where he is intern,and analyzes and summarizes the practical effects.