Research On The Teaching Of Practical Writing In Junior Middle Schools From The Perspective Of Writing In Communicative Contex

Practical writing is an important branch of Chinese knowledge pedigree,which is closely related to the study and life of individuals.Practical writing focuses on specific language situations and realizes the social communication and direct practicality of writing through discourse construction.With the in-depth development of Chinese education reform,the concepts of real writing,life writing and so on are gradually rising.Practical writing has received positive attention because of its important teaching value.Based on the requirements of compulsory education Chinese curriculum standards and the needs of the actual development of junior middle school students,the teaching of practical writing in junior middle school is very important,but there are some problems in the teaching of practical writing,such as single writing purpose,insufficient conception and guidance,simple evaluation link and so on.Communicative context writing is a new theoretical paradigm of writing teaching put forward by Professor Rong Weidong.This theory holds that "writing is the dialogue and communication in the real context",constructs the five-element model of communicative context writing,endows the traditional writing elements with a new connotation,makes the writing return to the reality of life,and meets the needs of students’ social communication and life growth.This study makes a detailed study of communicative context writing from three aspects:theoretical basis,element analysis and discourse generation.Understand the origin of the theory,renew the cognition of the five elements of communicative context,such as author,reader,topic,purpose and language,and clarify the discourse generation mechanism of communicative context writing;Then it analyzes the relevance of communicative context writing theory in junior middle school practical writing teaching,and clarifies that communicative context writing theory plays a guiding and helpful role in improving junior middle school practical writing teaching.Taking the teachers and students of Hangzhou M Middle School as the research object,this paper investigates the present situation of practical writing teaching in case schools from the perspective of communicative context writing through classroom observation,teacher interviews,student questionnaires and other methods.It is found that the Chinese teachers in M middle school have certain contextual consciousness,make active use of rich practical writing teaching resources and pay attention to the analysis of practical writing materials in the teaching process,and have achieved certain teaching results.Due to the lack of the creation of quasi-true context,the limitation of article-oriented thinking and the deviation of teaching value,the writing purpose is single and the reader consciousness is lacking.Imparting knowledge mainly,insufficient conception guidance,simple evaluation link,lack of effective standards and so on.Referring to the basic model of communicative context writing,this paper puts forward some strategies to optimize the teaching of practical writing in junior middle school.At the stage of conceiving and writing,the author unfolds the related imagination and form-giving.At the stage of discourse repair,we organize the revision and release in time.On the basis of theoretical research and investigation of the current situation,this paper studies the writing unit of the sixth writing unit of the eighth grade of the junior high school Chinese textbook,and carries out the writing teaching design of "Learning to Write Invitation" in order to verify the feasibility of using the communicative context writing theory to guide the junior high school practical writing teaching.