A Case Study On The Teaching Of Writing In Chinese Communicative Context In Junior High School

Communicative context writing is a new writing teaching paradigm with communicative function,which focuses on students’ self-expression and communication in writing context.To a certain extent,it can solve students’ "false writing" which has no communicative purpose and subjectively fabricated,and further solve students do not know why to write,write what,how to write and other writing difficulties.At present,research on teaching of communicative context writing mainly focuses on the teaching cases designed by the researchers,it tests the teaching effect of the communicative context writing teaching from its own research practice,and proves the effectiveness of the communicative contextual writing teaching.Few people start from the famous teacher’s case and see communicative context writing teaching from the perspective of bystanders.In view of this,this thesis mainly uses the case analysis method to study the famous teacher’s case,in order to provide the beneficial reference for the junior high school Chinese writing teaching.First,this paper combed the implementation of the communicative context of writing teaching in junior middle school language basis,constructivism learning theory,theory of systemic functional linguistics,situated cognition theory as the theoretical basis,to the "compulsory education Chinese course standard ",the psychological and cognitive characteristics of junior high school students,the tendency of writing and proposition in the middle school entrance examination for the realistic basis,demonstrate the feasibility,appropriateness and necessity of introducing communicative context writing into Chinese writing teaching in junior high school.Secondly,on the basis of clarifying the implementation basis of Chinese communicative context writing teaching in junior high school,according to the sampling standards,this thesis selects the cases taught by Rong Weidong,Zheng Liangxian,Hong Zongli,Li Xuemei and Zhang Shengmei as the research objects by means of purposive sampling.The study examples are analyzed in three dimensions: writing task design,writing process guidance,and writing evaluation modification.Based on this,this paper considers the teaching characteristics of each case in order to explore the commonness of Chinese communicative context writing teaching in junior middle school and consider its merits and demerits.Finally,in view of the analysis and reflection on the teaching cases of communicative context writing,this thesis puts forward the general teaching strategy of communicative context writing in junior middle school combining with the writing unit of Chinese communication in junior high schools.