Research On Situational Teaching Practice Of Narrative Writing In Junior High School

n 2019,Urumqi’s high school entrance examination has been incorporated into the Xinjiang Uygur Autonomous Region’s high school entrance examination.According to the composition titles of the autonomous region’s senior high school entrance examination over the years: "gratitude,help me sail far"(2019),"the warmest companion"(2018),"my little happiness"(2017)and "I am not afraid,because 》(2016)and "reading,let me grow up"(2018)are easier to write narratives.Now the trend of writing Chinese compositions in Xinjiang high school entrance examination is to write narrative style,and this trend is more and more obvious.Under the pressure of higher education,narrative writing is becoming more and more important.For a long time,writing teaching is a pain in the heart of Chinese teachers in our school.After many attempts,there may be no effect in the end.Since the author has been engaged in education for five years,how to teach writing has always been a problem in my mind.After listening to the teacher’s class,whether it is open class or regular class,we often find that there is a problem: the classroom is a lively scene,but the next exercise is "one night back before liberation".As a Chinese teacher with more than 100 students,it is difficult to achieve the refinement of composition.Therefore,how to improve the efficiency of the school,especially the efficiency of the writing class,truly and effectively enhance the students’ interest in writing and help them find the way to do the study is the internal motivation of my research.Taking a middle school in Urumqi as an example,this paper studies and expounds the topic of situational teaching of narrative writing in junior high school in four parts.The introduction introduces the research reason,concept definition,literature review,theoretical basis,research program,etc.The first part is the practical scheme of narrative writing situational teaching in junior high school,which elaborates the implementation background,guiding ideology,implementation objectives,implementation principles,implementation measures,etc.,to guide the development of practical research.The second part is the survey of junior middle school Chinese narrative writing situational teaching practice.It carries out a student questionnaire survey and a teacher questionnaire survey on a middle school in Urumqi.The survey results are statistically analyzed and the current situation of junior middle school Chinese narrative writing teaching practice is analyzed,which lays the foundation for the following problem analysis and cause search.The third part of the junior high school Chinese narrative writing situational teaching practice problems,found that the narrative writing situational teaching problems are: the implementation method is relatively simple,narrative writing situational teaching lack of time guarantee,narrative writing situational teaching is not practical,lack of cognition of narrative writing situational teaching,narrative writing situational teaching There are some randomness in the process,insufficient prominence of students’ subjective status,neglect of the selection of context materials for composition,emphasis on "exam oriented" in composition teaching,low recognition degree of teachers for their own narrative writing situational teaching,teachers’ own ability to be improved,lack of training of students’ Narrative writing ability,lack of students’ narrative writing There are some deficiencies in the training of outline drafting ability,observing life ability,writing material collection ability,language expression ability and the ability of revising articles.The evaluation method of composition is relatively single,the setting of scoring standard is lack of pertinence,and the feedback of students’ composition is short of timeliness.The author analyzes the reasons for the existing problems: the design of teaching scheme is too stylized,the setting of situation lacks the consideration of life,the lack of specific guidance on the evaluation method of narrative writing situational teaching,students’ cognitive bias towards narrative writing,the stress of "taking the exam" affects writing interest,the lack of reading accumulation,and the educational concept can not meet the needs of narrative writing situational teaching There are some problems,such as learning needs,classroom teaching methods can not meet the needs of narrative writing situational teaching,students’ subjective consciousness and ability are insufficient,teachers are difficult to give detailed guidance to large classes of students’ writing,family factors affect the practice of narrative writing situational teaching,schools and relevant units lack of guidance and training on narrative writing situational teaching To guarantee the class hours of situational teaching and training.The fourth part,according to the problem attribution,discusses the effective strategies to improve the practical effect of narrative writing situational teaching in junior high school: to create life-oriented and targeted narrative writing situational teaching content;to use diversified narrative writing situational teaching methods;to establish a complete narrative writing situational teaching evaluation model;to cultivate students’ reading habits and develop a virtuous circle of reading and writing;to create a comprehensive narrative writing situational teaching method It also provides more opportunities for teachers to learn,observe and train.