Research On Teaching Strategies Of Improving Narrative Writing Ability Of Senior High School Students ——Take Affiliated Middle School Of Henan Normal University As An Example

Students' writing ability is not only an important embodiment of Chinese comprehensive literacy,but also the key to the improvement of Chinese comprehensive literacy.In fact,writing teaching in middle schools has always been a hot topic in Chinese education research,but in actual research and teaching,there is often such a tendency: junior middle schools attach importance to narrative writing teaching,senior high schools attach importance to argumentative writing teaching,and senior high school narrative writing teaching is always in a "marginalized" position.However,according to the Chinese Curriculum Standards for Senior High Schools(2017 Edition,2020 Revision),it can be seen that the training of narrative writing in senior high schools plays an important and irreplaceable role in cultivating students' humanistic quality,constructing language ability and developing innovative thinking.Based on this,this paper focuses on the research theme of "improving the narrative writing ability of senior high school students",taking the teaching practice of affiliated middle school of henan normal university,Xinxiang as an example,and follows the argumentation ideas of finding problems,analyzing problems and solving problems through questionnaires,and writes five chapters,which can be integrated into three parts.First of all,it expounds the basis of the topic selection of the thesis,systematically sorts out the relevant domestic literature around the teaching research of "middle school writing ability","junior high school narrative" and "senior high school narrative",defines the important concepts involved in the thesis of "senior high school students","narrative" and "writing ability",and quotes constructivism and other related theories to explore the value significance of improving senior high school students' narrative writing ability.Secondly,through the way of questionnaire,a survey was made on Chinese teachers and students of senior high schools in affiliated middle school of henan normal university,Xinxiang.Through data analysis,it is found that teachers' teaching methods are relatively simple in terms of material accumulation and application,and students lack material accumulation and can't use materials when writing narratives.In thinking,teachers tend to neglect their thinking ability when revising narratives,and students tend to have a single angle and confused logic when writing narratives.In terms of language expression,teachers' language teaching methods are not flexible enough,and students lack expression skills in narrative writing.Therefore,this paper explores the root causes of the problems,and provides a realistic basis for the practice of improving senior high school students' narrative writing ability.Finally,combined with the author's teaching practice experience,the author gets enlightenment from classroom observation and practice,and puts forward corresponding teaching strategies from three dimensions: material accumulation and application ability,thinking ability and language expression ability.The teaching strategy of the dimension of material accumulation and application ability mainly starts from three aspects: guiding the mastery of methods,effectively accumulating writing materials,cultivating good habits,promoting the effective use of materials,organizing practical activities and enriching teachers' teaching forms;The teaching strategy of thinking dimension mainly involves active divergence,improving students' associative thinking,strengthening practice,strengthening students' relational thinking,attaching importance to evaluation and correction,and improving their understanding of thinking;Aiming at the teaching strategy of language expression ability dimension,this paper puts forward that we should start from two aspects: providing language expression methods and organizing rich extracurricular activities,so as to provide reference for front-line Chinese teachers.