Research On Teaching Strategy Of "Writing Practice" Section In Junior Chinese

Writing teaching has always been an important and difficult point in junior middle school Chinese teaching.Each unit of the six volumes of junior middle school Chinese textbooks has a writing topic,and the "writing practice" plate is the most important part of it,is the teacher’s main starting point for teaching material writing training,is an important basis for students to learn writing knowledge and conduct writing training.In order to truly and comprehensively understand the use of the "Writing practice" section of the unified edition of junior high school Chinese textbooks and improve the utilization rate of textbooks,To make up for the gap in the special research of "Writing practice" section,this study adopts the questionnaire survey method to collect the relevant data of teachers and students when they apply "writing practice" section,combines with the interview survey of four junior middle school Chinese teachers in the practice school and the classroom observation record of a teacher,and then sorts out the content of "writing practice" section.This paper summarizes the main problems in the application of "writing practice" by teachers and students from the cognitive level and the operational level respectively.Among them,at the cognitive level,the main problems are not understanding the writing task requirements and not paying attention to the "prompt" content;At the operational level,the main problems are the number of assigned writing tasks is not uniform,the number of writing requirements is higher than the requirements of writing tasks,the application rate of "prompt" is low and the explanation of writing tasks and "prompt" is not specific.Based on the survey data,existing problems and cause analysis,the author puts forward several teaching strategies of "writing practice" section from the cognitive level and the operational level respectively.Among them,the cognitive teaching strategies are focusing on the understanding and analysis of writing tasks and cultivating students’ awareness of "prompt".At the operational level,the teaching strategies include reasonable arrangement of three writing tasks,compliance with the word count requirement of writing tasks,formulation of composition evaluation form,integration of unit teaching content,strengthening of writing tasks and "prompt" process guidance.Finally,in order to test the effectiveness of teaching strategies,the author designs teaching plans of writing tasks 1 to 3 respectively and reflects and summarizes the implementation results,hoping to promote the more effective application of the "writing practice" section.