Research On The Teaching Of Communicative Context Writing In Senior High Schools In Western Poverty-stricken Areas

Chinese Teaching in high school is rich in connotation and broad in extension,of which Reading and Writing are the two most important components.In the practice of Chinese teaching for more than three years,I surprisingly find that writing not only has become the main block in the reform of Chinese education but also restrained students' enthusiasm for learning.There is basically no trace of writing teaching theory in Chinese writing teaching practice in the high school.The writing teaching model is single and conservative.Proposition-Writing-Criticizing-Commenting is the constant model of writing teaching paradigm in the school.Students' not wanting to write and cannot writing have become the key factors that limit students' writing to achieve ideal expectations.The acquisition of student writing experience and writing skills mainly comes from imitating model essay and self-survey,lacking the rational guidance and guidance of writing teaching system,seeking in the dark the normal state of student writing.Then How to reform the traditional model of high school Chinese writing teaching? How to make the advanced writing teaching concepts carried out there? Those questions have confused me.For many years,the western part of our country having been suffering poverty in economy and the educational concepts are outdated.As a representative,Gansu province is extremely serious in terms of education.The writing teaching of the our school has neither special writing teaching courses nor teaching seminars on writing.It just arranges writing tasks to make uniform propositions for the pre-grades.After the exam,the scoring standards are unified before reviewing the composition.As for the teaching and research discussions on writing issues,it still Stay on the surface phenomena such as scribbled writing and out-of-date ideas,which is irrelevant and lacks depth.Advanced writing teaching concepts such as Communicative Context Writing are rarely mentioned in writing teaching.As a result,the present teaching method lacks innovation and reform.Above all,putting forward effective and feasible writing teaching strategy become the overall idea of this research,which is based on the practice of Chinese writing teaching in the senior high schools,aimed at the shortcomings and problems of Chinese writing in the teaching school,using communicative context writing as the core concept and entry point and combining the characteristics of high school Chinese teaching and writing teaching classroom examples.The research is divided into four parts in total: the theoretical background of the implementation of Communicative Contextual Writing Teaching,the practical needs of the implementation of Communicative Contextual Writing Teaching,the field investigation of Communicative Contextual Writing Teaching and exploration IN Strategy of Communicative Contextual Writing Teaching practice.As for the first aspect,the theoretical background of the implementation of communicative contextual writing teaching will be clarified from four aspects: the future developing direction of writing teaching,the guidance of Curriculum Standards in Chinese,the tradition of Chinese writing teaching and the inspiration of cognitive psychology.Those are aimed to provide a powerful support for the implementation of communicative contextual writing.What's more,The theoretical support for the implementation of communicative context writing is divided into the following two points: the inevitable measures to comply with the reform of The College Entrance Examination and the long-term plan for the life-long development of students,This part aims to stress the necessity of implementing the teaching paradigm of communicative context writing from the perspective of realistic development.For the third aspect,The field survey takes teachers and students of the teaching school as the survey object,and rationally analyzes the problems faced by students in writing and the outstanding puzzles in teacher teaching from statistical data,so as to obtain a true and comprehensive understanding of the teaching practice of Chinese writing in high schools in the teaching school.The fourth aspect,the writing teaching strategy research part Closely integrate the characteristics and connotation of communicative contextual writing,pay attention to the local reality of the teaching school,and summarize a series of explorations from the transformation of teachers' writing teaching concepts,the creation of task situations,the establishment of communicative writing teaching mechanisms,and the creation of open writing time and space.Methods and strategies,and strive to effectively promote the reform of Chinese writing teaching,Change the present situation of Chinese teaching writing in western poor areas such as our school.All of the above attempts are aimed to make a difference to the study of Writing in Communicative Context.