Application Research Of Process Writing In Junior Middle School Composition Teaching

Writing teaching has always been the "top priority" of Chinese teaching,and writing ability is the comprehensive embodiment of students’ Chinese literacy.The progress of the times and the development of society also put forward higher requirements for students’ language use ability and expression ability.However,as far as the current level of students’ writing is concerned,the situation is not optimistic.The tradition of composition teaching in China has always been to pay more attention to students’ writing outcomes,focusing on the issues of writing texts in terms of ideology,structure,language,etc.,and neglecting the attention to students’ internal writing cognition.Classroom teaching has always followed the model of "teacher’s proposition-student’s writing-teacher’s correction-centralized comment",and teachers have always mastered the leading power of writing.Writing evaluation is more like a teacher’s speech,and students’ writing becomes the embodiment of teachers’ awareness and examination awareness.Under the current teaching mode of writing,students have serious fear of difficulties when referring to writing,loss of interest in writing,lack of writing habits,and lack of effective and gradual improvement of writing ability.Although there have been various writing theories and experiments during the teaching reform,and some achievements have been made,it has not yet become popular when it comes to frontline teaching.There is an urgent need to seek a more efficient and appropriate writing teaching paradigm in frontline teaching to improve the current situation of writing teaching.In the late 1960 s and early 1970 s,American researchers began to question the traditional teaching method of writing and focus on the study of writing process.From the perspective of cognitive processing psychology,the process approach focuses on the writer’s psychological cognitive process and characteristics,regards the writing process as the focus of teaching,and strives to help the writer solve the writing problems and carry out writing activities smoothly.The process writing approach focuses on the students’ writing process,gives timely feedback to students’ writing problems or difficulties,and integrates three types of writing knowledge:declarative knowledge,procedural knowledge and strategic knowledge,actively develops writing strategies,builds writing scaffolding,cultivates students’ reader awareness,and guides students to successfully complete writing tasks.In addition,the process writing method has changed the single and closed evaluation method that only one teacher can evaluate,and realized the diversification,functionalization and diversification of evaluation.From the perspective of foreign teaching practice,western countries have widely applied process writing to classroom teaching,which has largely solved the problem of writing difficulties and achieved good results.Applying process writing to composition teaching in junior high school requires innovation and integration according to the current educational situation and students’ learning situation,so that process writing can play a better role and inject new vitality into composition teaching.When using the process writing method,the creation of writing situations cannot be ignored.Good situations can improve students’ writing motivation,drive students to express ideas and feelings in real situations,and also in turn promote the generation of writing content and promote the development of the writing process.In teaching,we should adjust flexibly according to the development characteristics of students,combine the external process of process writing with the internal cognitive development of students,and give full play to the role of each link.Although the process writing method emphasizes cooperative learning,it can not ignore the time for students to think independently and their independent writing practice.When teaching writing,teachers can not emphasize any method in isolation.They can use different writing teaching methods comprehensively according to the learning situation and teaching content,establish a long-term,planned and organized teaching plan,and take process guidance as the normal of writing teaching.How to localize the process writing approach and promote the transformation of composition teaching mode in junior high school,the author intends to start with the research and exploration from the four links of the process writing approach,and put forward some practical and feasible writing strategies for the pre-writing conception,preliminary draft,revision and processing,and communication and sharing links respectively,so as to set up appropriate writing support for students and carry out diversified writing teaching activities,The original implicit writing process is implemented through the explicit link,so that students can master writing skills and strategies in the specific writing process.In addition,the process writing method is applied to composition teaching,creating a more open and democratic classroom experience for students,enhancing the interaction between students through various activities,enhancing students’ sense of participation and sense of ownership,and highlighting students’ main position.At the same time,apply the process writing method to restore the real writing process,touch and guide students to try to change their original writing habits and methods,and help students develop good writing habits.