Research On The Teaching Of Narrative Writing In Junior Middle School From The Perspective Of Communication Effect

For a long time,the research of Chinese classroom teaching in our country is mainly based on the related theories of psychology and pedagogy.But with the advent of information age,it seems that relying only on psychology and pedagogy to guide Chinese teaching is not strong enough.The times call for new theories to guide Chinese teaching.Teaching activities consist of two aspects: teaching by teachers and learning by students,that means the teachers are responsible to impart knowledge and skills to their students,and the students need to acquire information and cultivate their abilities through learning.From the perspective of information transmission,teaching process is a kind of communication process,teaching can be said to be a communication behavior.Therefore,it is feasible and worth studying to regard teaching as a kind of communication behavior and apply some laws of communication to conduct teaching practice.The teaching of narrative writing in junior high school is the key and difficult point of Chinese teaching in junior high school.From the perspective of communication effect theory,the main problems in the teaching of narrative writing in junior middle school for teachers are as follows:teachers lack effective teaching methods for writing;teachers have ineffective communication behavior;teachers are lack of ‘common meaning space' with students;tachers lack individual attention to students and lack credibility in the eyes of students.On the other hand,students have no good writing methods.They are afraid of difficulties when writing compositions.They are not active enough in learning writing and lack of initiative.In view of these problems above,the author takes the communication effect as the starting point,and discusses the ways to improve the teaching effect of narrative writing in junior high school from two aspects: teachers should strengthen their own communication awareness and teachers should help students establish communication awareness.Teachers themselves should expand the ‘common meaning space' with students to avoid ineffective communication and pay attention to students' emotions to improve their credibility.Meanwhile,teachers should help students to establish ‘audience awareness',reduce the ‘transmission noise' in the writing process and overcome the phenomenon of ‘silence spiral' in class.The author consciously uses the theory of communication effect to carry out writing teaching practice,and strengthens students' ‘audience awareness' in writing teaching design,so that students can learn to ‘grasp' the audience's heart and make their articles impressive on the audience as far as possible.At the same time,the author teaches students to master the methods to strengthen the communication effect,such as using ‘contrast' and ‘flash' methods in character description,using‘twists and turns' method in narratives,paying attention to details when writing characters and narratives,adding comments in the end to enhance the idea,etc.All these methods have achieved good teaching results.This teaching strategy can provide a valuable reference for the Chinese teachers in the front line.