Comparison Of Wang Rongsheng And Wang Dongsheng’s Writing Teaching Theory ——Taking The Unified Edition Of Junior High School Chinese Writing Teaching As An Example

Writing teaching has always been the focus and difficulty of Chinese teaching.Based on the sorting out and summary of Wang Rongsheng’s writing teaching theory-task writing teaching and Wang Dongsheng’s free expression writing teaching theory,this topic understands the current situation of junior high school Chinese writing teaching through questionnaires,and combines the compilation of the writing content of junior high school Chinese textbooks to explore Wang Rongsheng and Wang Dongsheng.The enlightenment of writing teaching theory to junior high school writing teaching strives to provide a new direction for front-line teachers’ writing teaching.The first chapter expounds the writing teaching theory of Wang Rongsheng and Wang Dongsheng,and compares the writing teaching theories of the two.Wang Rongsheng’s task writing teaching theory believes that the purpose of writing is to communicate and cultivate students’ reader consciousness.During teaching,micro-writing training should be carried out,and a writing hierarchical scale should be designed for teachers and students to evaluate and correct compositions.Wang Dongsheng freely expresses writing teaching theory to improve students’ thinking ability as the purpose of writing,guided by free writing.Thought,give students double writing freedom of content and time,break the tradition in the way of evaluation and change,adopt one-sentence comments,and at the same time boldly give points to enhance students’ confidence.The second chapter analyzes the data of the questionnaire to clarify the problems existing in the teaching of Chinese writing in junior high school.On the one hand,teachers have the problems of lack of class hours,arbitrary content,single curing of teaching methods and general standards for composition evaluation and correction when teaching writing.On the other hand,students will be afraid of writing,flat content,and lack of life perception and irregular expression.The third chapter clearly understands the writing content of junior high school Chinese textbooks.In terms of writing and composition of writing content,it is divided into two parts:explicit writing topics and implicit writing sections.In the writing arrangement of writing content,it has the characteristics from shallow to deep,based on students’ reality,and specific and clear writing requirements.The fourth chapter is based on the writing teaching theory of Wang Rongsheng and Wang Dongsheng in the first part,focusing on the dilemma of junior high school writing teaching and the writing content of the unified version of junior high school Chinese textbooks,and explores the enlightenment of the writing teaching theory of the two teachers on junior high school Chinese writing teaching.First,refine the writing task,create a composition context,and cultivate students’ reader awareness of writing;second,expand the writing world,respect students’ expression,and enable students to write freely;third,teachers break through the old evaluation methods,design writing hierarchical scales,so that the correction of compositions have a unified standard,and avoid teachers’ arbitrary do;fourth It is to encourage teachers to write in the water and strengthen their professional quality.At the end of the article,combined with teaching enlightenment,a writing teaching example of "learning to write stories" was designed,thus confirming the feasibility of the writing theory of the two teachers.This study takes the unified version of junior high school Chinese textbook writing teaching as an example.Through the in-depth analysis of Wang Rongsheng and Wang Dongsheng’s writing teaching theory,it provides a strong reference for the writing teaching of the majority of Chinese teachers,and enriches the writing teaching theory.