Research On The Teaching Of Narrative Writing In Junior High Schools Based On Project-based Learning

Writing is an important way to use language to express and communicate.It is also a basic ability that students need for their life-long development.It is also an important way for students to understand the world,self-knowledge,and creative expression.At the junior high school stage,students need to have a firm grasp of narrative writing skills,and the middle school exam papers are mostly focused on the investigation of students' narrative writing ability.However,in realistic narrative writing teaching,students often write passively due to lack of careful observation and writing interest,and teachers do not go deep.Exploring life-oriented writing cases based on the combination of reading and writing has led to unsatisfactory student narrative writing performance.As a comprehensive teaching method of “student-centered”,project-based learning can effectively encourage students to grasp the principles of writing in literacy inquiry and apply them in the creation of vivid situations.It not only promotes the internalization of the principles,but also promotes the internalization of the principles.Enable students to gain a strong learning efficiency and love to write.At present,only a few scholars have conducted research on the teaching of narrative writing under project-based learning,and there is still a large research space in this field.This article uses a combination of theoretical explanation and case analysis to study the teaching of narrative writing under project-based learning.The thesis is mainly composed of the following parts:The introductory part expounds the reason for the topic selection,topic selection value,research ideas and methods,and reviews the current research status of project-based learning and narrative writing.The first chapter is the problems and enlightenment of narrative writing in junior high school at the present stage.In this part,through questionnaire surveys and interviews with junior high school students and teachers,and contacting the author's classroom observation and literature reading during the internship period,it sorts out relevant issues and reflects on them.The second chapter is the theoretical research of narrative writing teaching under project-based learning,that is,to explore the principle core,concepts and characteristics of the model from the theoretical level.This part explains the connotation and characteristics of narrative writing teaching under project-based learning,and the theoretical basis of narrative writing teaching under project-based learning.The third chapter presents the advantages of narrative writing teaching under project-based learning.From the practical dimension of "reading to promote writing" under project-based learning,and how project-based learning constructs a "student-centered" writing field,explore how to use the advantages of project-based learning to solve the existing narrative writing teaching problem.The fourth chapter project-based learning is the key to the design of narrative writing teaching,that is,to grasp the important structural elements of the model from the practical level.Including reasonable mining of core knowledge,constructing driving problems to promote knowledge exploration,organizing special activities to promote narrative writing,and comprehensively evaluating project results.Chapter 5 Project-based learning,narrative writing teaching operation process and case analysis.According to the existing literature and research,comb the complete teaching operation process under this mode,and analyze the existing cases in detail to clarify how the key points of the narrative writing teaching design under project-based learning are actually embedded,and how to fully mobilize the enthusiasm of students in project-based activities to achieve autonomy Transformation of literacy skills.The sixth chapter is the practical investigation and future prospects of narrative writing teaching under project-based learning.Based on a rational review of the teaching model,this chapter examines the possible problems in the application of the model,and proposes a diversified and compatible direction for future project-based learning development in combination with the Internet Plus.