A Study Of Readers' Consciousness In The Teaching Of Communicative Context In Senior High School

Writing teaching is an important part of Chinese teaching.For a long time,under the influence of examination oriented education,high school writing teaching overemphasizes examination oriented skills and writing results and neglects the essence of writing for expression and communication.Students' interest in writing is declining,and writing teaching efficiency is getting lower and lower.In the face of such difficulties,experts in the field of Chinese education and many front-line teachers actively explore effective teaching methods,but the results have little effect.Therefore,under the guidance of the new writing concept communicative context writing theory,this paper explores the current situation and training strategies of writing teaching in senior high school.This paper mainly studies from four parts.The first part expounds the theory of communicative context,including the definition and theoretical basis of the theory of communicative context,the characteristics and significance of communicative context writing teaching,and the reader elements in the theory of communicative context writing.The second part,first explains the connotation of "reader awareness",from the three aspects of concept definition,theoretical basis and reader types in communication writing,then it analyzes the current situation of the cultivation of reader awareness in senior high school writing teaching through questionnaire survey,and analyzes the deep-seated reasons for the cultivation of reader awareness.The third part,based on the theory of communicative context writing,attempts to implement classroom teaching examples,from teaching design and implementation to teaching reflection,and finally displays and analyzes students' models.The fourth part,on the basis of classroom practice,combined with the questionnaire survey,puts forward the strategy of cultivating the "reader awareness" of students in the writing teaching of communicative context,mainly from three parts of writing task design,classroom teaching organization and writing evaluation and display.