Research On The Functional Writing Teaching In Junior Middle School

Writing instruction in junior middle school is an important part of Chinese teaching in middle school.However,in the current writing teaching situation,teachers ignore the communicative function of writing.There is a lack of effective writing task in teaching design and neglection of the effective use of resources in the general edition in the process of teaching.The teachers ignore the difficulties in the process of students' writing,and the guidance for students' evaluation and correction is also insufficient.Meanwhile,students have some learning problems,such as low writing motivation,weak awareness of readers and purpose,lack of learning elements of writing,inadequate effective learning scaffolds,single subject of evaluation,simple form and so on.Junior high school students have a strong desire for knowledge and expression.Yet,due to the lack of attention to the writing purpose and readers,ignoring the comprehensive thinking of writing content,coupled with the lack of writing skills and related writing learning elements,it is difficult for them to accurately express their true ideas in their compositions.The functional writing put forward by Dr.Zhou Zifang has aroused widespread concern in the academic community.The functional writing theory can guide students to pay attention to the functional nature of writing,define the real purpose of writing and reader awareness,and pay attention to the solution of writing problems and the realization of writing communicative function.Therefore,the teaching strategy of functional writing is feasible and innovative to improve the current situation of writing teaching in junior middle school.Based on the the current situation of functional writing teaching and relevant practical experience and survey data,the author intend to propose and analyze the problems in writing teaching,improve functional writing theory.Besides,the author will explore teaching strategies around functional writing teaching elements to solve the current problems with functional writing teaching cases and relying on the writing unit of the general edition of the textbook.Finally,according to the proposed teaching strategy,the lesson example is designed to provide reference for the application of the strategy.The thesis mainly consists of four parts,which are developed following the order of asking questions,analyzing problems and solving problems.They are introduction,analysis of the status of functional writing teaching in junior high school,overview of functional writing teaching theory,exploration of Chinese functional writing teaching strategies and related educational design in junior high school.First of all,the introduction part elaborates the research background,research purpose and significance,and reviews the related literature of functional writing,which lays the foundation for the development in the following.Second part is a theoretical basis presented for the thesis by interpreting the concept of functional writing teaching and introducing its dual orientation,characteristics,teaching elements and the relationship between the elements with the aim to improve the theory of functional writing teaching.Next,ask and analyze the problem.Taking the status of functioenal writing teaching in junior high schools and teaching practice experience into consideration,the author will conduct a questionnaire survey on the students.Then,the data will be collected and analyzed to reveal the actual problems in writing teaching of the junior middle school writers.Finally,in view of the existing problems,based on functional writing teaching examples,the author explore teaching strategies around functional writing teaching elements and solve the current problems in junior high school writing teaching.The possible solution is given as follows:(1)create a functional writing task situation around the dual orientation of functional writing teaching to strengthen students' writing motivation.(2)consider the writing unit of the general edition textbook and the students' learning situation and refine the writing learning elements.(3)in the teaching process,use the program scaffold to construct a functional writing learning process,and utilize the conceptual scaffold,strategic guidance and metacognitive scaffold to solve the problems in the student's writing process.(4)construct a writing community,develop a functional writing evaluation form,guide students to evaluate and correct each other,and prompt teachers to reflect on the teaching process.It is believed that,based on the above strategies,the functional writing teaching examples would provide reference for the writing teaching of Chinese teachers.