Research On The Design Of Junior High School Narrative Writing Task From The Perspective Of Communicative Context

Writing and reading have always been the two major plays in Chinese teaching,but under the influence of various factors,there has long been a tendency to "emphasize reading and light writing" in our Chinese literary education,and writing teaching has become a vassal of reading teaching and has not received due attention.Among them,the problem of students’ falsehood in narrative writing is particularly serious,the motivation for writing is unknown,the lack of interest in writing,and the patterning of writing content are also layered,resulting in the phenomenon that teachers are afraid of teaching and students are afraid of writing,which is not conducive to improving students’ language writing ability and personal development.The communicative context writing concept believes that writing is essentially a way of written expression and communication,which is close to real life,placing the writing task in a real or realistic task situation,and the author needs to consider the needs of the audience,clarify the purpose of writing,and have stylistic awareness,which can effectively solve the problem that students do not know why,how to write,and what to write.Therefore,the author designs the junior high school narrative writing task from the perspective of communicative context,in order to help improve students’ narrative writing ability.This research consists of the following parts,which explain the origin,purpose,significance and method of the research,and analyze the current situation of research on communicative writing at home and abroad.The first chapter explains that communicative context writing theory is based on constructivism,functional linguistics and situational cognition,defines the elements of communicative context writing(author,reader,purpose,topic,style,expression),clarifies the characteristics of communicative context writing theory focusing on communicative function,emphasizing real writing and cultivating readers’ awareness,and analyzes the necessity of combining this theory with junior high school narrative writing tasks from the perspectives of course standards,textbooks and middle school examination propositions.The second chapter uses questionnaire surveys and classroom observation methods to analyze the problems and dilemmas in the current teaching of narrative writing in junior high schools,and considers the key points of using communicative context theory to design narrative writing tasks.Chapter 3 analyzes the excellent cases of four teachers using communicative context theory to guide writing teaching,summarizes the commonality of writing teaching under communicative context writing theory,absorbs the nutrients in the lessons,and summarizes certain rules,so as to help us think about how to use communicative context theory to design narrative writing tasks.Chapter 4 is based on the design of narrative writing teaching tasks based on theoretical knowledge,and uses the teaching practice of narrative writing in the communicative context during the educational internship to summarize and reflect on the teaching experience through the analysis of teaching implementation,so as to provide reference and methods for the design of narrative writing tasks in junior high school under communicative context theory.Finally,the concluding part summarizes the study and reflects on the shortcomings of the study.The teaching of narrative writing based on communicative context theory can better implement the concept of the new curriculum standard,stimulate students’ motivation and interest in narrative writing,improve students’ real writing ability,and cultivate students’ thinking ability.More importantly,its research results can provide new teaching ideas for front-line teachers and improve the difficulties in narrative writing teaching to a certain extent.