Research On Narrative Writing Teaching In Junior Middle School From The Perspective Of Cognitive Theory

Chinese teaching should focus on the cultivation of students' listening,speaking,reading and writing abilities,and writing is an extremely important component and the presentation of students' comprehensive Chinese ability.In the writing teaching of junior high school,the narrative style occupies half of the country,and its importance is self-evident.However,the problems of narrative writing teaching have been constantly appearing,especially under the long-term influence of the concept of score first,students' lack of interest,false expression,pale language and other problems in narrative are becoming more and more serious.Narrative writing is seriously divorced from students' life,which not only hinders the overall development of students' Chinese literacy,but also is not conducive to their personal growth.Cognitive theory emphasizes meaningful learning,and advocates that learners' knowledge acquisition is dynamically constructed through interaction with situations.Cognitive teaching aims at practical application in real-life situations,which is of great significance for stimulating students' interest in learning and extracting writing materials,and provides a new path for narrative writing teaching in junior high schools.In view of this,the author explores narrative writing teaching in junior high school from the perspective of situational cognitive theory.This paper consists of four chapters.The first chapter is the introduction,which includes the reasons for choosing the topic,research significance,concept definition,research methods and research status.The second chapter aims to clarify the theoretical basis for the realization of narrative writing teaching strategies in junior high schools from the perspective of situational cognition theory.It includes an overview of situational cognitive theory,the requirements of curriculum standards and teaching materials for narrative writing in junior high schools,the rationality of situational cognitive theory in guiding narrative writing in junior high schools,and teaching points.The third chapter investigates and analyzes the current situation of narrative writing in junior high school,and makes clear the existing problems and reasons.The main reasons include utilitarianism of writing motivation and separation from life situation;Creating situation mechanization lacks theoretical support;The teaching process is modeled and lacks cooperation and interaction;The evaluation method is unitary,ignoring dynamic construction.The fourth chapter,based on the rational understanding of narrative writing teaching of situational cognition theory,explores specific teaching strategies from the perspective of situational cognition theory,taking investigation and interview as the realistic basis.First,provide meaningful situations and get real writing materials.Secondly,set up a learning community to promote diversified narrative expression.Finally,set up a gradual evaluation scale to evaluate situational teaching.