A Narrative Study On The Writing Teaching Of Junior Middle School

Writing teaching is an important part of Chinese teaching,which is the comprehensive training of students' observation,thinking,imagination,creativity and language expression ability.However,in the process of teaching literacy writing,reading,oral communication,writing,comprehensive learning,the most difficult is writing teaching.Due to the imperfect writing system,the lack of independent writing materials,and the lack of efficient composition guidance knowledge,teachers often become reluctant to teach and afraid to teach in the writing teaching.In order to make an in-depth study of writing teaching,the author mainly adopts the narrative research method,takes the writing teaching cases of himself and others as the model,probes into the writing teaching concept,the writing teaching knowledge and the writing teaching method from three aspects,finds out the deficiencies,and tries to improve and innovate.Firstly,the writing teaching concepts of "combining reading and writing","writing in daily life" and "writing in communicative context" are selected as the objects,and the basic viewpoints,narrative presentation confusion and narrative explanation experience are expounded respectively.In view of the disconnection between reading and writing and the separation between writing and reading in the teaching of reading,this paper puts forward the experience of using textbooks to promote writing and reviewing theories to strengthen writing guidance.In order to solve the problem that life experience is difficult to be integrated into writing,the author puts forward some measures to create life situation and experience life.Aiming at the problem that the communicative context is hard to be connected with the educational examination,this paper puts forward the methods of changing the writing topic,creating the real situation,generating the writing content according to the writing elements,and giving help to the students by giving full play to the role of teachers.Secondly,it discusses the distribution and application of junior high school writing teaching knowledge.Aiming at the declarative knowledge,procedural knowledge and strategic knowledge in writing teaching,this paper analyzes the presentation mode,the deficiency of knowledge and the perfection of knowledge in the textbook respectively.Declarative knowledge appears in the writing guidance in a simple and diversified way,but its operability is not strong and it is difficult for students to mobilize.Procedural knowledge is presented in the form of points in the writing guidance and hints in the writing practice,but its teaching practice requires high requirements,so it is necessary to enrich the operable procedural knowledge.The lack of metacognitive strategies in strategic writing teaching leads to the lack of regulation and guidance in the writing process.Finally,the author investigates the situation and application of writing teaching methods in junior high school.Starting from the three methods of results-writing teaching method,process-writing teaching method and communicative writing teaching method,this paper expounds the implementation requirements,presents the confusion with narration,and explains the innovation with narration.The result teaching method emphasizes the result,does not ask the purpose,has the obvious shortcoming,may strengthen the instruction through the model model imitation strategy;The process writing teaching method lays too much emphasis on the process,which leads to the problems of rigid links and too much time consuming.Communicative teaching method emphasizes the context and communication,aiming at the problem that the context is not obvious and the elements are not prominent,creates the situation which is close to life and reflects the practical situation,and clarifies the writing topic,author,reader,purpose and language expression from the context elements.