Teaching Design Of Chinese Writing In Junior Middle School Based On Curriculum Standards

The Chinese Curricula Standards for Compulsory Education(2011 Edition)(hereinafter referred to as the Curriculum Standards)plays a decisive role in guiding teaching,so Chinese teaching,and even writing teaching,must take the Curriculum Standards as the foundation and not deviate from the direction pointed out by the Curriculum Standards.In this paper,based on the full study of the Curriculum Standards,combined with the writing system of the Chinese · Compulsory Education Textbook · Examined and Approved by the Ministry of Education(hereinafter referred to as Chinese · Examined and Approved by the Ministry of Education),students' writing problems,writing teaching theories,and the author's writing experience of nearly fifteen years,as well as writing teaching experience of nearly ten years,the writing teaching design throughout the three years of junior high school was constructed.This paper is divided into three main parts:In the first part,starting from the Curriculum Standards,the author explored the requirements put forward by the Curriculum Standards for students and teachers at the junior high school level,then analyzed the writing system of the Chinese · Examined and Approved by the Ministry of Education,which was prepared under the guidance of the Curriculum Standards,and finally summarized the writing problems of students at the junior high school level,and synthesized the three parts to determine the teaching objectives of writing teaching at the junior high school level.In the second part,the research results of writing teaching by famous traditional writers and contemporary research results of writing teaching were studied to clarify the teaching priorities of writing teaching.Meanwhile,lessons were taken on teaching objectives,methods,and evaluation.The conclusions of the first two parts of the study are: first,the first priority of writing teaching is to develop students' thinking skills.Second,it is necessary to use various methods and forms to stimulate students' enthusiasm for writing.Third,in the development of specific writing skills,thinking skills,the ability to acquire and process materials,and the ability to use language are of paramount importance.Fourth,writing teaching activities are not limited to teaching writing.Fifth,the whole process of teaching writing should be practical,phased,targeted,and standardized.Sixth,there should be necessary guidance in students' test-taking.In the third part,on the basis of the above conclusions,the author's design for teaching writing at the junior high school level based on curriculum standards,theoretical research and practical experience was specified.The author believes that:The main battlefield of writing teaching is not in the composition class,but in the thinking.Only by letting students constantly encounter problems and find ways to solve them can they effectively develop their thinking skills and improve their writing.Therefore,aiming at the core competence of writing,the author set the following goals,teaching priorities and main teaching activities for each term,based on the principle of "creating and setting problems and putting into practice".In the first semester,the focus is to stimulate students' writing enthusiasm,and construct a writing system with “problem solving,material selection,structure,theme design,writing style,skills and innovation” as a framework;at the same time,to carry out training on question analysis and sticking to the topic in response to examinations.In the second semester,the focus is to cultivate students' thinking skills and language skills.In the way of creating difficulties,training is carried out around making sentences before class every day,and using “Pre-class Exercise Book”,every student will be given one-on-one thinking and language teaching,to discover and correct each student's individual writing issues.The composition class focuses on leading students to explore thinking logic,writing gist and writing issues.In the third semester,training is carried out around the acquisition,arrangement and rewriting of materials to further develop students' thinking and language skills.On one hand,regular speech contests are held;on the other hand,news writing,Baidu Encyclopedia rewriting,poetry rewriting,fixed element writing,emotional orientation writing and other forms of training are conducted in combination with teaching materials.In the fourth semester,the focus is to promote positive qualitative changes in students' thinking skills.The main training method is the regular debate competition.In the fifth semester,students are organized to watch various documentaries and accumulate more materials.At the same time,pre-class writing training aimed at the relationship between viewpoints and materials(the training method is similar to that in the second semester).In the sixth semester,the focus is back on examination practice and summarizing writing experience.Students are organized to read Examples of Articles,MOE Complied Chinese texts,and Student's Works Collection,participate in composition publication and review 10 minutes before class,and receive writing lessons oriented for passing examinations.