Research On Teaching Strategies Of Practical Writing In Junior High School From The Perspective Of Communicative Context

Practical writing is a written tool that people use to communicate in real social life.Communicativity is its inherent essential attribute.Writing practical writing is ultimately to achieve a specific communicative purpose.For junior high school students,practical writing ability is an important language ability that they must have,and is a necessary skill for future study and life.However,due to various subjective and objective reasons,the current teaching of practical writing in junior high schools in China has a series of practical problems,such as insufficient attention and backward teaching concepts.Communicative context writing theory is a new type of writing theory that has emerged in recent years.It attaches importance to the communicative and instrumental nature of writing activities,and emphasizes the real and purposeful writing in the specific communicative context.The core of this theory is highly consistent with the essence of practical writing.The new curriculum standard of compulsory education and the unified edition of junior high school Chinese textbooks also permeate the emphasis on the elements of writing in various communicative contexts.Therefore,it is feasible to apply the theory of communicative context writing to the teaching of practical writing in junior high school,which can provide some help to solve the practical problems in the teaching of practical writing in junior high school.This article,including the introduction,is divided into five chapters,mainly focusing on the following four parts:Chapters 1 to 2 are the first part of the study,which mainly systematically combs the writing of communicative context and provides theoretical basis for the following research.The introduction introduces the basic situation of the current theory and practice of communicative context writing from the perspective of theory and practice,and clearly defines the important concepts involved.The second chapter gives a detailed explanation of the theoretical basis,theoretical model and theoretical characteristics of the communicative context writing theory.The third chapter is the second part of the study,which mainly analyzes the necessity and feasibility of communicative context writing in the teaching of practical writing in junior high school,and lays the basic premise for the further development of the study.The necessity analysis is carried out in three dimensions: the new curriculum standard of compulsory education,the unified edition of junior high school Chinese textbooks and the practical problems faced by junior high school practical writing teaching;The feasibility analysis focuses on three aspects: the new curriculum standard of compulsory education,the unified edition of junior high school Chinese textbooks and the characteristics of practical writing.The fourth chapter is the third part of the study,which mainly uses the case analysis method to explore the advantages and problems of the practical writing teaching cases in junior high school from the perspective of communicative context,providing practical basis for the proposal of writing teaching strategies.Based on the analysis of a large number of writing teaching cases,this chapter summarizes the five major problems of practical writing teaching cases in junior high school from the perspective of communicative context: the fixed role of the writing subject,the lack of reader awareness in writing,the incomplete coverage of writing types,the broad design of writing tasks and the single writing evaluation system.The fifth chapter is the fourth part of the study,which puts forward corresponding solutions to a series of practical problems in the teaching of practical writing in junior high school from the perspective of communicative context.Based on the results of the case study and in combination with the requirements of the curriculum standards,this chapter proposes feasible strategies for the teaching of practical writing in junior high school from five aspects: the main role of writing,the awareness of readers,the type of writing,the design of writing tasks,and the writing evaluation system.