Research On Narrative Writing Teaching In Rural Junior Middle Schools In Western Liaoning

Narrative writing teaching is the top priority of Chinese teaching in junior middle school,but the current situation of narrative writing teaching is not satisfactory.How to improve the narrative writing ability of great significance to students’ lifelong development is a major event worthy of deep thinking and active exploration by every teacher.Through interviews,questionnaires and classroom observations with teachers and students of three rural junior middle schools in the north of Suizhong County,western Liaoning,combined with the author’s teaching practice,this paper puts forward improvement measures for the common problems in narrative writing.This paper is divided into five parts:the first part is the introduction,which analyzes the writing ideas and methods in China and the development of writing teaching in foreign countries,and summarizes the research background and purpose of this paper;The second part defines the core concepts "narrative writing teaching","rural areas in western Liaoning" and "grouping and stratification",and discusses the important position and role of narrative writing teaching;The third and fourth parts,through sorting out the questionnaire and interview results,summarize the common problems in the teaching of narrative writing,and summarize the five reasons affecting the teaching of narrative writing within the teachers’ available factors,so as to make full preparations for the targeted measures to improve the teaching of narrative writing;The fifth part puts forward the measures to solve the problems of narrative writing teaching from the five aspects of "correcting writing attitude,improving writing interest","understanding basic knowledge,clarifying expression methods","enriching material accumulation,focusing on reading to promote writing","strengthening composition guidance,knowing methods and skills","timely correcting and commenting,and improving writing time efficiency".Teaching practice has proved that as long as students are learning,no matter what level of narrative writing ability,they can improve the level of narrative writing through the improvement measures proposed in this paper.This paper is of great reference value to the narrative writing teaching practice similar to that of rural junior middle schools in western Liaoning,and the new confusion in the research is also worthy of Chinese people’s efforts to explore and solve together.