Research On Improving Narrative Ability Of Junior High School Students Based On Story Model Theory

At present,the "six elements" of narrative writing as a writing theory is widely used in the teaching of narrative writing in junior high schools.Using this theory to guide the narrative writing of junior high school students,its unique effect is obvious to all.However,in view of the current situation of students’ narrative writing,their writing level is low and their narrative ability is weak,which is due to the fact that the essential thinking represented by the "six elements" of narrative writing is "declarative" knowledge biased to memory.Students only present the "six elements" in the composition through memorization,but can not therefore generate new thinking,so that the "six elements" in narrative writing in guiding students in the subsequent writing appears to be insufficient motivation.As a guiding method of story creation,"story model" has universal guiding significance for story writing.In view of this situation,this research considers to refine and transform the "six elements" of narrative essay under the guidance of the theory of "story model",so as to form a procedural model that can comprehensively guide students’ narrative essay writing.In this way,under the guidance of the theory of "story model",students can create stories and internalize them into the core Chinese literacy while completing narrative writing,so as to finally achieve the goal of improving students’ narrative ability.Based on this research concept,this study will be divided into four chapters to do a detailed study of this topic.The first chapter is mainly about the related theory of this study,explain the meaning,relevance and value.The composite story structure model consists of two sub-models,one sentence story formula and narrative arc structure diagram.The former is a one-sentence story formula of "story =sb + do sth+for sth ",which weakens the two elements of time and place and focuses on characters and events on the basis of the "six elements" of narrative text.Focus on the whole,provide students with guidance from the writing framework.The latter is a "three-act structure" that divides story creation into beginning,development and ending.It focuses on the writing process by combining several key points in the "narrative arc" and provides detailed guidance for students in writing.They interact with each other to guide narrative writing of junior high school students.The second chapter is a preliminary investigation on the teaching and writing of narrative in junior middle school.Through the summary and analysis of the research results,it is found that the current junior high school students’ narrative writing level is low,the students’ narrative ability is generally weak.This situation is not only affected by complex factors such as class hours and education system,but also lies in the lack of systematic and operable guidance methods in narrative teaching in junior middle schools.In the face of this situation,both teachers and students expressed their desire to have a systematic and comprehensive narrative writing teaching method to guide narrative teaching and writing in junior high schools.Based on this,this study intends to explore the teaching of narrative writing for junior high school students under the guidance of "story model" theory.The third chapter is the integration of the preliminary investigation,clear practice intention,practice objectives,practice methods,teaching practice.Through practice,it can provide visual reference for narrative teaching of Chinese teachers in frontline junior middle schools and guide students’ narrative writing.At the same time,it also accumulates valuable experience for further optimizing "story model" theory to better guide narrative teaching in junior middle school.The fourth chapter is to sort out and summarize the concrete practice and reflect comprehensively.Through a comprehensive reflection on teaching practice,it is clear that the application of "story model" in narrative teaching in junior high school is feasible and appropriate.At the same time,it is also concluded that because "story model" theory is introduced into junior high school composition teaching class as a brand new composition teaching method,it is difficult for students to accept it and requires more class hours.This is not only the problem to be solved,but also the direction of efforts in this teaching attempt.In general,this research takes narrative essay "six elements" as the research path,"story model" theory as the core weapon,refines and transforms the "six elements" of narrative essay,and finally forms a systematic,operable composition teaching method with high guiding value for junior high school narrative essay writing and teaching.It is hoped that "story model" can be used as a support to guide junior high school students’ narrative writing and improve their narrative ability.